Ideal Leadership in Head Start Programs: Understanding Leadership from the Perspectives of Teachers and Directors in an Era of Changing Expectations and Increased Accountability

Abstract

The purpose of this study was to examine how directors and teachers define ideal leadership practices of Head Start programs.  Data were collected by means of interviews and completion of a demographic questionnaire and an adapted version of the Leadership Practices Inventory (LPI) from six programs in Southern California.  The findings revealed ideal leadership practices in alignment with the practices of transformational leadership.  Directors described ideal leadership practices to include a clear vision, collaboration, Head Start-specific knowledge, and staff motivation.  Teachers described ideal leadership practices to include visibility of the director at the classroom level, leading by example, encouragement, transparency, and professional development opportunities.  The results of this study are critically important with the shifts in policy to increase quality of and expand access to early childhood education programs for all children.  Ideal leadership practices are vital to meeting the needs of the changing expectations of Head Start programs.