Transformational Leadership Practices of Early Learning Center Administrators in the District of Columbia: Basis for Leadership Program

Abstract

An early learning center’s successful management and administration heavily depend on effective leadership. However, certain administrators face difficulties when it comes to leading their learning centers, which can impede their effectiveness in managing center affairs. The study determined the transformational leadership practices among early learning center administrators in the District of Columbia, and the findings served as the basis for a leadership program. The study used the descriptive- comparative research design. The respondents of the study are the center administrators, such as directors, assistant directors, principals, and vice principals, in different early learning centers. The examination of early learning center administrators and teachers demonstrated that individuals in their 40s hold a predominant presence in leadership and teaching positions, highlighting the importance of experience and qualifications in these roles. The analysis of early learning center administrators’ school leadership practices indicates a generally strong display of leadership qualities. Teachers’ assessments of administrators’ transformational leadership practices reveal both strengths and areas for improvement. Moreover, the study identified significant differences in teachers’ perceptions of administrators’ transformational leadership practices based on their civil status and highest educational attainment. Teachers’ view of administrators’ transformational leadership practices is significantly impacted by their civil status and highest educational attainment. These findings stress the need to consider civil status and educational background when implementing leadership approaches to create a positive and productive work atmosphere for teachers.