Perspectives of Teachers About Instructional Supervision and Behaviors that Influence Preschool Instruction

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Abstract

Preschool programs for children with and without disabilities housed in public school settings have increased dramatically over the last decade. This study examined the perspectives of preschool teachers about who provides instructional supervision for their preschool programs and the behaviors these individuals use to influence their instructional practices. A questionnaire employing Critical Incident Technique was distributed to all preschool teachers housed in public school buildings in one state. Results from this investigation suggest that preschool coordinators and principals are identified most often as instructional supervisors. Five themes were identified that facilitated classroom instruction: support for the preschool classroom and staff, professional development opportunities and strategies, presence in the classroom and program, offering praise to teachers and staff, and overall knowledge of early childhood development. Teachers indicated that instructional leaders influenced their instructional practices through both verbal and nonverbal interactions.

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