Abstract
ABSTRACT Principals can play an important role in the effectiveness of early education programs and early grade levels in their school. The purpose of this study is to describe the relationship between principals’ backgrounds and their self-assessed early education leadership practices. Using a mixed-methods approach that draws on surveys and interviews from school leaders in North Carolina, we found that principals often lacked experience or training in early education. We also identified factors (e.g., training in early education) that predicted higher self-assessed early education leadership practices. We conclude by discussing the implication of these findings for research, policy, and practice.
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