ERIC Number: EJ786257
Record Type: Journal
Publication Date: 2003-Dec
Reference Count: N/A
Administrative Support and Challenges in Nebraska Public School Early Childhood Programs: Preliminary Study
Marvin, C.; LaCost, B.; Grady, M.; Mooney, P.
Topics in Early Childhood Special Education, v23 n4 p217-228 Dec 2003
One hundred seventy-six teachers employed in prekindergarten programs in Nebraska's public schools were surveyed regarding their perceptions of the administrative supports and challenges associated with their programs. Both early childhood and early childhood special education teachers participated. Overall findings suggest that most administrators of early childhood programs advocate for quality programs and support teachers' unique budgetary requests and work-hour schedules. Consistent with the findings from reports by Brotherson et al. (2001) and Lieber et al. (1997), teachers indicated that their supervisor (principal or other type of administrator) relied on them for knowledge about recommended practices in early childhood programs. Teachers supervised by principals versus teachers supervised by other administrators reported some disparity regarding their supervisor's support; knowledge of the program; and advocacy for flexible schedules, home visits, and contacts with families and noneducation agencies. Implications for teachers and administrators are presented.
Descriptors: Early Childhood Education, Work Attitudes, Teacher Attitudes, Instructional Leadership, Administrator Role, Organizational Theories, Supervisor Supervisee Relationship, Teacher Surveys, Public School Teachers, Preschool Evaluation, Performance Factors
PRO-ED, Inc. 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202; Fax: 800-397-7633; Web site: http://www.proedinc.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Nebraska