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

Authors

  • Sandra E. Gonzalez

DOI:

https://doi.org/10.55370/hsdialog.v17i4.297

Keywords:

Leadership, Head Start, Qualitative Research

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.

Author Biography

Sandra E. Gonzalez

Dr. Sandra Elizabeth Gonzalez has an extensive background in both child development and special education with over 15 years of experience of working in early childhood education settings including oversight, coordination and management. Dr. Gonzalez has a doctorate in Educational Leadership, Master’s in Psychology, Bachelor of Arts Degree in Sociology, Bachelor of Arts in Social Sciences and a minor in education. Sandra’s work experience includes hands-on direct services with children, coordination of services and oversight of early childhood education programs. In addition, Sandra is also an adjunct faculty member and has also conducted several presentations, workshops, webinars and trainings on effective leadership in early childhood education and other child development topics.

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Published

2015-01-26

Issue

Vol. 17 No. 4

Section

Research Articles

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