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Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina

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Title: Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina
Language: English
Authors: Michael Little (ORCID 0000-0001-9321-3088), Tim Drake, Lora Cohen-Vogel, Austin Gragson, Victor Cadilla
Source: Educational Policy. 2025 39(5):984-1018.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Preschool Education
Elementary Education
Descriptors: Principals, Preschool Education, Leadership Styles, Elementary Schools, Administrator Effectiveness, Administrator Education, School Administration, Program Effectiveness, Institutional Characteristics, Assistant Principals, Administrator Characteristics, Administrator Attitudes
Geographic Terms: North Carolina
DOI: 10.1177/08959048241271365
ISSN: 0895-9048
1552-3896
Abstract: Pre-Kindergarten (Pre-K) programs are becoming increasingly common in elementary schools across the United States--in fact, a recent analysis of federal data revealed that 57% of public schools have a Pre-K grade. Despite the prevalence of Pre-K programs in schools, principals--known to be among the most important factors in school success--often lack the knowledge and professional supports to effectively lead Pre-K programs. In this study, guided by sensemaking theory, we work to advance knowledge on Pre-K principal leadership through a sequential mixed-methods analysis of elementary school principals in the state of North Carolina. Our study includes a statewide survey of all lead and assistant principals in the state (N = 520) as well as follow-up interviews with 27 of the surveyed principals. Our findings reveal that while they report strong conceptual support for the Pre-K programs in their schools, principals demonstrate limited engagement with them. We also find that principal background and preparation in early education and the proportion of students from a Pre-K program that ultimately enroll in the school for kindergarten are important factors that help explain variation in principal orientations to Pre-K leadership.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473766
Database: ERIC
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  Data: Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina
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  Data: <searchLink fieldCode="AR" term="%22Michael+Little%22">Michael Little</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9321-3088">0000-0001-9321-3088</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tim+Drake%22">Tim Drake</searchLink><br /><searchLink fieldCode="AR" term="%22Lora+Cohen-Vogel%22">Lora Cohen-Vogel</searchLink><br /><searchLink fieldCode="AR" term="%22Austin+Gragson%22">Austin Gragson</searchLink><br /><searchLink fieldCode="AR" term="%22Victor+Cadilla%22">Victor Cadilla</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Educational+Policy%22"><i>Educational Policy</i></searchLink>. 2025 39(5):984-1018.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 35
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22North+Carolina%22">North Carolina</searchLink>
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  Data: 10.1177/08959048241271365
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  Data: Pre-Kindergarten (Pre-K) programs are becoming increasingly common in elementary schools across the United States--in fact, a recent analysis of federal data revealed that 57% of public schools have a Pre-K grade. Despite the prevalence of Pre-K programs in schools, principals--known to be among the most important factors in school success--often lack the knowledge and professional supports to effectively lead Pre-K programs. In this study, guided by sensemaking theory, we work to advance knowledge on Pre-K principal leadership through a sequential mixed-methods analysis of elementary school principals in the state of North Carolina. Our study includes a statewide survey of all lead and assistant principals in the state (N = 520) as well as follow-up interviews with 27 of the surveyed principals. Our findings reveal that while they report strong conceptual support for the Pre-K programs in their schools, principals demonstrate limited engagement with them. We also find that principal background and preparation in early education and the proportion of students from a Pre-K program that ultimately enroll in the school for kindergarten are important factors that help explain variation in principal orientations to Pre-K leadership.
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  Data: EJ1473766
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        Value: 10.1177/08959048241271365
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      – Text: English
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        PageCount: 35
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      – SubjectFull: Principals
        Type: general
      – SubjectFull: Preschool Education
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Administrator Effectiveness
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      – SubjectFull: Institutional Characteristics
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      – SubjectFull: Administrator Characteristics
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      – SubjectFull: North Carolina
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      – TitleFull: Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina
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