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 |
| 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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