Department of Special Education and Communication Disorders


Date of this Version



Topics in Early Childhood Special Education 23 (2003), pp. 217-228; doi: 10.1177/02711214030230040301


Published by Hammill Institute on Disabilities & SAGE Publications. Used by permission.


One hundred seventy-six teachers employed in prekindergarten programs in Nebraska’s public schools were surveyed regarding their perceptions of the administrative supports and challenges associated with their programs. Both early childhood and early childhood special education teachers participated. Overall findings suggest that most administrators of early childhood programs advocate for quality programs and support teachers’ unique budgetary requests and work-hour schedules. Consistent with the findings from reports by Brotherson et al. (2001) and Lieber et al. (1997), teachers indicated that their supervisor (principal or other type of administrator) relied on them for knowledge about recommended practices in early childhood programs. Teachers supervised by principals versus teachers supervised by other administrators reported some disparity regarding their supervisor’s support; knowledge of the program; and advocacy for flexible schedules, home visits, and contacts with families and noneducation agencies. Implications for teachers and administrators are presented.