Belief systems of early childhood teachers and their principals regarding early childhood education

Abstract

The relationship between kindergarten teachers' and their principals' belief systems was analyzed to determine differences or similarities in belief statements about child development, early childhood curriculum, and teaching strategies. Three belief factors were identified as (a) academics, (b) childcenteredness, and (c) activity issues. Results indicated that teachers tend to disagree with a strong emphasis on academics, but they firmly agree with child-centered practices, and very strongly agree that motor activities, expressive arts, and physical movement belong in early childhood education. In general, principals reflected similar beliefs, but the similarity is less strong between male principals and teachers than between female principals and teachers. This suggests that in schools headed by male principals there is a greater discrepancy in belief systems than in schools headed by female principals. Furthermore, teachers saw their district as being more favorable toward academics and less favorable toward child-centered education. Results are discussed in light of differing career paths of male and female administrators, state-mandated “academics” programs, and teacher empowerment.