Administrative Support and Challenges in Nebraska Public School Early Childhood Programs

Abstract

O ne 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.

Contributing Factors to South Korean Early Childhood Educators' Strategies for Addressing Children's Challenging Behaviors

“…In regard to overall center climate, an association was found between positive center climate and teachers' implementation of positive strategies including clear routines and expectations. Even though a positive work environment has been cited as one of the key factors of successful early childhood education program implementation (Marvin et al, 2003;Stremmel et al, 1993), no study had verified the link between school climate and teachers' strategies for addressing challenging behaviors.…”

“…Center-level support. Center-level support was defined as administrator support for teachers of children with challenging behaviors, and availability of in-service professional development and specialists (Marvin, LaCost, Grady, & Mooney, 2003;Stremmel, Benson, & Powell, 1993). To assess center-level support for teachers with children with challenging behaviors, the following four questions were created: (1) How often do you discuss strategies for children with challenging behaviors with your supervisor?…”

What Is Inclusion And How Is It Influenced By Administration: Narratives From 3 Early Childhood Educators

“…Themes explored in the literature reviewed for this study were: perceptions of inclusion (Damiandou and Phiaka, 2018;Dreyer, 2013); Horne and Timmons, 2009;McLesky and Waldron, 2002;Norrell, 1997;Suc, Bukovee, Zveglic, and Karpljuk, 2016;Zagona, Kurth, and MacFarland, 2017), teacher attitudes towards inclusion (Dreyer, 2013;Suc, Bukovee, Zveglic, & Karpljuk, 2016;Horne and Timmons, 2009;McLesky and Waldron, 2002), and administrative influence on inclusive practice (Damianidou & Phiaki, 2018;Horne and Timmons, 2009;Lehr, 1999;Marvin, LaCost, Grady, & Mooney, 2003;Shady, Luther, and Richman, 2013). Relevant gaps in the literature included: the perceptions and understandings of ECEs in specific and in relation to the relationship between inclusion and administration.…”

Combating the Attrition of Teachers of Students With EBD

“…Due to the specificity of their positions, special education teachers (especially teachers of students with EBD) may be left to function independently from other teachers in the building (Marvin, LaCost, Grady, & Mooney, 2003). They may be the only teacher in the building working with students with challenging behaviors and have no one else to discuss the issues they are facing.…”