Early Childhood Education Administrators' Perspectives on Preschool Teachers’ Training Program and Professional Development in Early Childhood Settings
Year: 2025
Type: article
Study design: Observational Study
Abstract: This research explores the role of early childhood education administrators in preschool teacher training programs and professional development within early childhood settings. As the foundation for lifelong learning, the quality of early childhood education significantly influences children’s cognitive and social development. This research highlights the critical role that effective training and professional development play in equipping preschool teachers with the necessary skills and knowledge to address the diverse needs of young learners. Further, Early childhood administrators collaborate with preschool teachers to create an environment that promotes learning for young children. Through their collaboration with early childhood education teachers, administrators ensure a pedagogical approach that aligns with young learners. Through a survey administered to early childhood education administrators, this research utilised a mixed-method approach to collect both quantitative and qualitative data. The survey examines various aspects, including the qualifications, years of experience, and training programs undertaken by early childhood education administrators as well as teachers. The research was conducted in the Eastern Province of Sri Lanka, with survey participants selected from preschools in the Manmunai Southwest Education/D.S. Division of Batticaloa District, Sri Lanka. It has been determined that several factors are important to consider when conducting a preschool teacher training program. Finally, the research recommends that early childhood education administrators enhance the teachers’ training program and the development of professional skills.
Author: Soba Balasundaram
Institution: Eastern University, Sri Lanka
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4415733291
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