A Phenomenological Study of Perceptions of Early Childhood Administrators Related to Transformational Leadership, Educational Paths, and Organizational Climate

A Phenomenological Study of Perceptions of Early Childhood Administrators Related to Transformational Leadership, Educational Paths, and Organizational Climate by Lori Hayes MA, National University, 1997 BA, Kean University, 1987 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrator Leadership for Teaching and Learning Walden University April 2012 Abstract Early childhood (EC) administrators could be the most important contributors to quality experiences in EC settings; they are also responsible for the caliber of experiences for children and staff. A quality EC program is licensed and accredited with administrators who have professional preparation and work experience and can lead and manage EC programs. There are the few direct educational paths to become an EC administrator.Early childhood (EC) administrators could be the most important contributors to quality experiences in EC settings; they are also responsible for the caliber of experiences for children and staff. A quality EC program is licensed and accredited with administrators who have professional preparation and work experience and can lead and manage EC programs. There are the few direct educational paths to become an EC administrator. This lack of standardization influences the quality of leadership and organizational climate in EC settings. The purpose of this qualitative study as reflected in the research questions was to explore the experiences of EC administrators regarding their educational paths, their views of themselves as transformational leaders, and the influence of their leadership on their organizational climate. Prior research on the subject of leadership practices in EC suggests that Burns’ transformational leadership is most beneficial, but this leadership style has not been explored in detail in EC settings. This phenomenological study included interviews of six EC administrators about their educational paths, their views as transformational leaders, and how their leadership influenced the organizational climate in their setting. Data were analyzed for themes that emerged. Findings suggested the need for streamlined undergraduate and graduate coursework. Implications for positive social change are the potential for improved quality of programs and for the support needed for early childhood leadership. A Phenomenological Study of Perceptions of Early Childhood Administrators Related to Transformational Leadership, Educational Paths, and Organizational Climate by Lori Hayes MA, National University, 1997 BA, Kean University, 1987 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Administrator Leadership for Teaching and Learning Walden University April 2012 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent on the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. All rights reserved. This edition of the work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, MI 48106 1346 UMI 3504171 Copyright 2012 by ProQuest LLC. UMI Number: 3504171 Dedication I would like to dedicate this work to all my family and friends who constantly encouraged me through the doctoral study process and had faith that I would finish my journey with success. I would also like to dedicate this to the early childhood administrators who work tirelessly to ensure young children start their lives with a quality education. Acknowledgements First and foremost, I would like to thank my committee members, Dr. Stacy Wahl and Dr. Donald Yarosz. Thank you, Dr. Stacy, for your constant reassurance and always being the cheerleader I needed in order to get to the next step of my doctoral study. Also, thank you Dr. Don for your encouraging words and knowledge in the area of early childhood education. Additionally, I would like to give a huge thanks to my coach, Dr. Kat Malinsky. Her skill and expertise in the doctoral study process was invaluable and helped me tremendously throughout this whole process.