Artículos de revistas: "Kindergarten principals"

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Al-Hamad, Nouwar Q., Ahmad M. Rathwan y Ebtesam Q. Rababah. "Training Needs for Kindergarten Principals in the Light of Digital Age Requirements". International Journal of Early Childhood Special Education 12, n.º 2 (31 de diciembre de 2020): 125–36. http://dx.doi.org/10.9756/int-jecse/v12i2.201064.

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Kindergarten is a crucial stage in early childhood education. Principals and teachers should be highly competent and aware of children educational needs. Principals represent the model for driving the rest of the workforce in their institutions. The aim of this study was to assess the training needs of kindergarten principals in light of digital age requirements from their own perspective. The study sample consisted of (90) kindergarten principals in the district of Jerash, Jordan. A questionnaire was used to collect data, which addressed needs in three domains pertaining to the use of technology. Statistical analysis revealed that principals estimates of their training needs was overall moderate, with a slightly higher needs pertaining to ICT employment in kindergarten and educational process management. Furthermore, the findings showed that there were no significant statistical differences between respondent estimates pertaining to their academic qualifications, years of experience, or to kindergarten's ownership.

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Birkeland, Åsta y Minyi Li. "Building a Sustainable Future Through International ECE Partnership Programmes". ECNU Review of Education 2, n.º 4 (diciembre de 2019): 458–74. http://dx.doi.org/10.1177/2096531119893480.

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Purpose: Taking a particular example of an international partnership programme, this article aims to discuss kindergartens’ participation in international partnership programmes as compelling vehicles for promoting early childhood education for sustainability (ECEfS). The partnership programme included Western Norway University of Applied Sciences, Beijing Normal University, East China Normal University, and kindergartens in Norway and China. Researchers, postgraduate students, kindergarten principals, and teachers participated in the programme, their key concern being to promote competencies for sustainability and agents for change. Design/Approach/Methods: The article is based upon research with a phenomenological approach to Chinese and Norwegian kindergarten teachers’ and principals’ experiences of participating in an international partnership programme. The data for this article consisted of reflective notes from the teachers and principals and recordings of teachers’ and principals’ reflections in a joint seminar in the kindergarten network. Findings: This article argues that ethical normative, dialogical, and anticipatory approaches are pivotal within international ECEfS partnership programmes. Originality/Value: The article has the potential to address international partnership programmes, involving different stakeholders, as vital in promoting ECEfS. It also urges international partnership programmes to promote glocality in ECEfS (i.e., local situatedness with global awareness).

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Cheuk, Wai H., Kwok S. Wong y Sidney Rosen. "Kindergarten principals in Hong Kong". Journal of Educational Administration 38, n.º 3 (agosto de 2000): 272–87. http://dx.doi.org/10.1108/09578230010342330.

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Ragnarsdóttir, Hanna. "Perspectives on bi- and multilingual children’s participation in kindergartensin Iceland". AILA Review 32 (31 de diciembre de 2019): 138–59. http://dx.doi.org/10.1075/aila.00024.rag.

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Abstract Cultural and linguistic diversity of kindergarten children in Iceland has been growing rapidly in recent years (Reykjavíkurborg, Skóla- og frístundasvið, 2017; Statistics Iceland, 2017), creating challenges for kindergartens. The main aim of the paper is to explore how principals, kindergarten teachers and parents in three kindergartens in Iceland experience diversity, inclusion and participation in their kindergartens and what learning spaces and educational practices seem to be instrumental for their children’s participation. The paper builds on data from the Nordic research project Learning Spaces for Inclusion and Social Justice: Success Stories from Immigrant Students and School Communities in Four Nordic countries (2013–2015), the aim of which was to draw lessons from success stories of individual immigrant students and whole school communities at different levels that have succeeded in developing learning contexts that are equitable and socially just (Ragnarsdóttir, 2015; Ragnarsdóttir & Kulbrandstad, 2018). Case studies were conducted in three kindergartens, including semi-structured interviews with kindergarten teachers, principals and parents as well as observation (Flick, 2006; Kvale, 2007). The findings indicate that the kindergartens have developed various inclusive and empowering educational practices to respond to the growing diversity. However, some challenges appear in the findings, including lack of sustainability of good practices.

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Liu, Xiaojing y Yulong Li. "A qualitative study of the continuing professional development activities of the Chinese private kindergarten teachers’ professional competence". Journal of Education Culture and Society 12, n.º 1 (17 de junio de 2021): 540–54. http://dx.doi.org/10.15503/jecs2021.1.540.554.

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Aim. The number of kindergartens is swelling in China, and that of private kindergartens in particular. The quality of teaching in the latter is positively linked to the levels of teachers’ professional competence. Thus, to enhance the teaching quality in private kindergartens, strengthening teacher’s professional competence is one of the vital approaches. Teacher’s professional competence can be enhanced via effective CPD activities. Therefore, this study aims to explore the types and content of CPD activities for Chinese private kindergarten teachers. Methods. A qualitative approach was adopted in this research. 18 kindergarten teachers were selected as participants from three private kindergartens in Shenzhen. Data was collected by semi-structured interview from 18 teachers. Results and conclusion. The findings showed that the school-based CPD activities are valued by most private kindergarten teachers. Furthermore, this study found that CPD activities can help private kindergarten teachers to be more inclusive and positive in teaching. They enabled teachers to acquire knowledge and skills that are relevant to child care and development, teaching, as well as cooperation with colleagues and children’s parents. Practical application. The research findings presented herein have significant implications for the knowledge base of private kindergarten teachers’ CPD in China. It also has implications for the practice that is relevant to private kindergarten teachers, principals and policy makers.

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Athiyah, Ibnu. "Efektivitas Layanan Bimbingan Klasikal dengan E-Learning melalui Pembelajaran Berbasis Project untuk Meningkatkkan Resiliensi Kepala Sekolah di Masa Covid-19". Andragogi: Jurnal Diklat Teknis Pendidikan dan Keagamaan 9, n.º 1 (13 de septiembre de 2021): 59–70. http://dx.doi.org/10.36052/andragogi.v9i1.218.

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[E-LEARNING BASED CLASSICAL COUNSELING SERVICE EFFECTIVENESS THROUGH PROJECT BASED LEARNING TO INCREASE THE RESILIENCE OF KINDERGARTEN PRINCIPALS IN THE TIME OF COVID-19]. This study aimed to improve project learning-based classical service supervision to increase the resilience of kindergarten principals in East Jakarta. This type of research was experimental research with one group pretest-posttest design. The research subject was the principal of a kindergarten in East Jakarta. The population in this study was 30 people. The sampling technique used was saturated sampling of 30 people. The research was conducted from November to December 2020. The research instrument used was a resilience scale compiled by the researchers themselves, with a validity of 0.308 (Pearson Product Moment) and 0.811 reliability (Alpha Cronbach), data normality test with the Shapiro test. -Wilk (0.318> 0.05). The data analysis technique used parametric statistics with paired sample t-test with (t = .- 36.870, p <0.05). The results of the study provided an understanding that classical services with project-based learning are effective in increasing the resilience of kindergarten principals.

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Al-Yamani, Abdul-Raouf Hamid. "Emotional Intelligence of Kindergarten Principals in Amman". Modern Applied Science 15, n.º 1 (31 de diciembre de 2020): 78. http://dx.doi.org/10.5539/mas.v15n1p78.

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This study aimed to reveal the level of emotional intelligence and its dimensions: self-awareness, emotional management, empathy, and social skills, as well as revealing the significant differences in the degrees of emotional intelligence and its dimensions that are attributed to experience, educational level, and social status among kindergarten administrators in Amman. A scale of emotional intelligence was prepared to ensure validity and reliability to achieve the objectives of the study, and it was applied to a sample of (136) female managers. After using the arithmetic averages, the one-way analysis of variance, and the (T) test, the results are as follows: - The level of emotional intelligence of the female managers was high. - Significant differences were found in the overall degree of emotional intelligence and its dimensions attributable to more experienced managers' experience. - There were no significant differences in the overall degree of emotional intelligence and its dimensions due to the educational level. - There were no significant differences in the overall degree of emotional intelligence and its dimensions due to social status.

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Al-Yamani, Abdul-Raouf Hamid. "Emotional Intelligence of Kindergarten Principals in Amman". Modern Applied Science 15, n.º 1 (31 de diciembre de 2020): 78. http://dx.doi.org/10.5539/mas.v15n1p78.

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This study aimed to reveal the level of emotional intelligence and its dimensions: self-awareness, emotional management, empathy, and social skills, as well as revealing the significant differences in the degrees of emotional intelligence and its dimensions that are attributed to experience, educational level, and social status among kindergarten administrators in Amman. A scale of emotional intelligence was prepared to ensure validity and reliability to achieve the objectives of the study, and it was applied to a sample of (136) female managers. After using the arithmetic averages, the one-way analysis of variance, and the (T) test, the results are as follows: - The level of emotional intelligence of the female managers was high. - Significant differences were found in the overall degree of emotional intelligence and its dimensions attributable to more experienced managers' experience. - There were no significant differences in the overall degree of emotional intelligence and its dimensions due to the educational level. - There were no significant differences in the overall degree of emotional intelligence and its dimensions due to social status.

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Keung, Chrysa Pui Chi, Hongbiao Yin, Winnie Wing Yi Tam, Ching Sing Chai y Clement Ka Kit Ng. "Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities". Educational Management Administration & Leadership 48, n.º 5 (31 de julio de 2019): 875–92. http://dx.doi.org/10.1177/1741143219864941.

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This study examined the relationships between leadership practices, professional learning communities, teachers’ efficacy beliefs and perceptions of whole-child development in the context of kindergarten education. A sample of 2120 teachers from 153 Hong Kong kindergartens participated in a questionnaire survey. The results showed that principals’ leadership practices had significant effects on all five professional learning community components. Leadership practices were also positively related to teachers’ perceptions of whole-child development directly and indirectly through the mediation of three professional learning community components, namely a shared sense of purpose, collaborative activities and a collective focus on children’s learning. Moreover, three professional learning community components (i.e. a collective focus on children’s learning, deprivatized practice and reflective dialogue) were positively associated with teachers’ perceptions of whole-child development via their efficacy beliefs. The findings support the mediating role of professional learning communities in developing kindergarten teachers’ collaboration for improving their efficacy beliefs and perceptions of the whole-child development of children. Kindergarten principals play a key role in cultivating a supportive culture and facilitating teacher learning.

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Cheng, Jao-Nan. "The Effect of Kindergarten Principals' Leadership Behaviors on Teacher Work Performance". Social Behavior and Personality: an international journal 41, n.º 2 (1 de marzo de 2013): 251–62. http://dx.doi.org/10.2224/sbp.2013.41.2.251.

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In this study 732 Taiwanese kindergarten teachers, divided into 4 regional areas: northern, central, southern, and eastern, completed a questionnaire about their work performance and how it is affected by principals' leadership behaviors. Regression and structural equation modeling analysis showed that the use of empathetic concern by kindergarten principals had a positive effect on teachers' work performance. Although assertive orders were found to have a positive influence, the correlation with work performance was lower than that with empathetic concern. Rewards and punishments had no significant effect on improving teachers' work performance. Emotion-based leadership in the form of showing empathetic concern could be used to improve kindergarten teachers' work performance.

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Warmansyah, Jhoni. "Supervisi Akademik Kepala Sekolah Taman Kanak-kanak Dimasa Pandemi Covid 19". Tadbir : Jurnal Studi Manajemen Pendidikan 4, n.º 2 (2 de diciembre de 2020): 175. http://dx.doi.org/10.29240/jsmp.v4i2.1695.

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The Covid 19 pandemic has an impact on the difficulty of school principals in carrying out academic supervision in their institutions in order to ensure the continuity of the quality of education in Kindergarten institutions. The purpose of this study is to determine the implementation of academic supervision of kindergarten school principals in the midst of the Covid 19 pandemic. This study used a qualitative method with explorative case studies. The study was conducted at the Samba Taruma Kindergarten in Bekasi Regency in 2019/2020. Sampling uses purposive sampling. Respondents used as research samples are the principal and 3 teachers. Data collection uses semi-structured interviews by making a list of questions. Data analysis uses thematic data analysis. The results showed the implementation of academic supervision amid the Covid 19 pandemic by the Head of the Samba Taruma Kindergarten was going well. This can be seen from the supervision process in the form of online daily discussions, assisting teachers to overcome problems, inventory the basic competency achievements (KD), and provide feedback on evaluating the successful learning process.

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Al-Mawdieh, Reda S. "The Practice of the Re-Engineering of Administrative Processes Approach in Kindergarten Institutions in Jordan from the Perspective of Female Principals and Teachers". Journal of Educational and Social Research 10, n.º 6 (18 de noviembre de 2020): 66. http://dx.doi.org/10.36941/jesr-2020-0110.

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This study aimed to reveal the extent to which the re-engineering of administrative processes approach is practiced in kindergarten institutions in Jordan from the perspective of female principals and teachers. The study applied a descriptive analytical methodology to achieve the research objectives. A questionnaire was developed to collect the data, from the study sample, which consisted of 61 female principals and 161 female teachers. The results showed that the overall mean for the degree of practicing the re-engineering of administrative processes approach in kindergarten institutions in Jordan from the perspective of female principals was high at 3.71 with a standard deviation of 0.52. On the other hand, the overall mean for the degree of practicing the re-engineering administrative processes approach from the perspective of female teachers was medium at 3.52 with a standard deviation of 0.60. According to the results main recommendations were made, including: 1-working to spread and consolidate the concept of re-engineering administrative processes among employees in kindergarten institutions; 2- to establish a training system on the approach to the re-engineering of administrative processes aimed at female principals and teachers in kindergarten institutions; 3- to conduct further studies in other kindergarten institutions and samples to broaden knowledge on the subject addressed by the present study.

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Karademir, Abdulhamit y Meral Ören. "School Climate: A Comparative Study from the Perspective of Kindergarten Principals and Teachers". Journal of Qualitative Research in Education 8, n.º 1 (30 de enero de 2020): 206–36. http://dx.doi.org/10.14689/issn.2148-2624.1.8c.1s.10m.

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Rejeki, Asri y Ima Fitri Sholichah. "Capacity building and organizational development of kindergarten and playgroups principals in Gresik District". Community Empowerment 6, n.º 5 (10 de mayo de 2021): 856–63. http://dx.doi.org/10.31603/ce.4567.

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The purpose of this service is to increase the capacity and organizational development of Kindergartens and playgroups principals in Gresik Regency. The methods used are lectures, self-reports, and assignments. This activity was attended by 74 school principals from 45 Kindergartens and 39 playgroups. The materials given were the strategic functions and roles of leaders in organizational development, the introduction of leadership behavior that is oriented towards organizational development, the process of organizational development: theory and practice, the development of a hardiness personality to support the effectiveness of organizational development. The result of this workshop was that the principal increasingly understood his/her strategic role as a leader in school organizations.

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Apodaca-Tucker, Mary T. y John R. Slate. "School-Based Management: Views from Public and Private Elementary School Principals". education policy analysis archives 10 (28 de abril de 2002): 23. http://dx.doi.org/10.14507/epaa.v10n23.2002.

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In this study, we analyzed the principal questionnaire contained in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database regarding the extent to which school-based management was reported as having been implemented differently by public and by private elementary school principals. Statistical analyses indicated many differences in the degree of influence reported to be present on the part of principals, parents, and other groups on important decisions made at schools. Differences in school-based management between our public and private elementary school principals were linked to the extant literature. Moreover, recommendations for further research were discussed.

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Panagiotopoulos, Georgios, Kanaki Vasiliki y Zoe Karanikola. "Kindergarten Teachers’ Perceptions on Management Training Issues and Needs". International Journal of Learning and Development 9, n.º 3 (30 de septiembre de 2019): 66. http://dx.doi.org/10.5296/ijld.v9i3.15552.

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This study refers to the unexplored scientific field of administration in preschool education and comes to investigate the views of teachers working at the public kindergartens of Piraeus region, regarding their educational administration needs and the form of relevant training programs they wish to attend. In Greece, one kindergarten teacher of each school unit is required to perform both administrative and teaching tasks simultaneously, as there is not a separate principal who performs only administrative tasks. This survey was conducted from April to May 2019, whereas the quantitative approach was chosen for the collection of data. The questionnaires were delivered through the e-mail addresses of the kindergarten schools of the Piraeus region. The population of the survey was 150 kindergarten teachers, whereas the sample was 71 kindergarten teachers (response rate 47.3 %). The results of the survey show that the vast majority of teachers regard management training as being a crucial factor of effectiveness, while in terms of training programs they state that they desire a combination of introductory and periodic training organized by institutions such as the Institute of Educational Policy, Universities, the Ministry of Education and the Regional Centers for Educational Planning. In addition, they prefer to attend compulsory and fast-paced training programs whenever there is a change in administrative duties and whenever an educational reform occurs, organized by experienced school unit principals and the Professors of the National Centre for Public Administration and Local Government during working hours with exemption from teaching duties. The results of the present study provide guidance for the development of an educational program for kindergarten teachers in administrative issues.

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Heesoo Yoon, MankyuChoi y Moon, Sungje. "Health and Work of the Principals of Kindergarten: Impact of Menopausal Symptoms on Kindergarten Management". Health and Social Welfare Review 37, n.º 3 (septiembre de 2017): 433–58. http://dx.doi.org/10.15709/hswr.2017.37.3.433.

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Czajka, Zdzisław. "MOTIVATION AND SATISFACTION OF KINDERGARTEN TEACHERS". Polityka Społeczna 554-555, n.º 5-6 (30 de junio de 2020): 1–15. http://dx.doi.org/10.5604/01.3001.0014.2879.

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The article presents a system of motivating teachers in private and public kindergartens, including teachers opinions on the eff ectiveness of this system. It is based on research among teachers in several kindergartens and on the internet. The principles and forms of motivating in private kindergartens are presented against the background of public kindergartens, because teachers compare these principles and expect owners to introduce similar ones as in public. Teacher’s salaries were compared with wages in more than a dozen other professions with similar and lower qualifi cation requirements and then decisive factors currently at the pay level of diff erent teachers. The following section of the article presents the opinion of teachers on the factors currently most motivating and demoting teachers and assessing the actions of principals in the direction of increasing motivation as well as the level of satisfaction with job in kindergarten. Teachers proposals to change the incentive system in private kindergartens were also presented in this article. Two important conclusions are based on research presenting in article. The range of forms of motivation in private kindergartens is much smaller compared to the public, mainly limited to the monthly salary. Secondly, teachers despite their dissatisfaction with forms of motivation and the level of their salary, are involved in working with children and perform their duties fairly

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Kim, Soonhwan y Dajeong Jin. "Kindergarten Principals, Associate Principals, and Teachers’ Perceptions of Daily Lesson Plan’s Necessity, Preparation, and Utilization". Pacific Early Childhood Education Research Association 14, n.º 2 (30 de mayo de 2020): 215–33. http://dx.doi.org/10.17206/apjrece.2020.14.2.215.

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Parthenis, Christos y George Fragoulis. "Principals’ views on policies and practices for the educational inclusion of Roma people". International Journal of Sociology of Education 9, n.º 3 (25 de octubre de 2020): 234. http://dx.doi.org/10.17583/rise.2020.5050.

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The role of school principals is recognized as crucial for the daily operation of schools in general and specifically for the management of the challenges posed by the increasing diversity of the current era. In this article, kindergarten principals’ views regarding policies and practices for the management of diversity with reference to one of the most marginalized group, the Roma people, are examined. For this purpose, ten semi-structured interviews with kindergarten principals in areas in which Roma people live either in settlements or inside the residential areas were conducted. Data analysis indicates that principals are aware of the inadequacies of the policies regarding the Roma people and they propose a series of measures at local and central level for the improvement of the school inclusion of Roma children. However, principals are also trapped to a deficit discourse that transfers to the Roma people the major responsibility for their social and educational exclusion.

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邵, 洁琪. "An Analysis of the Humble Leadership Behavior of Kindergarten Principals". Advances in Education 10, n.º 04 (2020): 516–20. http://dx.doi.org/10.12677/ae.2020.104088.

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Amos Hatch, J. y Evelyn B. Freeman. "Kindergarten philosophies and practices: Perspectives of teachers, principals, and supervisors". Early Childhood Research Quarterly 3, n.º 2 (junio de 1988): 151–66. http://dx.doi.org/10.1016/0885-2006(88)90019-1.

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Azaiez, Hafedh, John R. Slate, Frederick C. Lunenburg y George W. Moore. "Elementary School Size and Differences in What Principals Emphasize and How They Train Their Teachers: A National Analysis". Asian Journal of Interdisciplinary Research 2, n.º 4 (29 de diciembre de 2019): 105–19. http://dx.doi.org/10.34256/ajir19411.

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In this investigation, differences in what principals emphasized, in how they spent their work time, and how they trained their teachers were examined as a function of student enrollment numbers. Data were acquired from the Early Childhood Longitudinal Study Kindergarten Class of 2010-2011 principal survey. Three school categories were generated with student enrolment data: Small-size schools, Moderate-size schools, and Large-size schools. Inferential statistical analyses revealed the presence of statistically significant differences in the way principals reporting spending their time and the training areas they emphasized. Principals of Large-size schools spent more hours at work, invested more time working with teachers, and emphasized more training their teachers than principals of Small-size schools and Moderate-size schools. Suggestions for future research and implications for policy and practice were made.

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Mawadhia, Ridha, Mohammed E. B. Al-Azzawi y Lina Maharmeh. "Inclusion Requirements of Special Needs Children in Kindergartens as Perceived by Kindergarten Teachers and Principals in Amman". مجلة أماراباك 4, n.º 11 (2013): 121–29. http://dx.doi.org/10.12816/0015393.

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Wulansuci, Ghina. "Stres Akademik Anak Usia Dini: Pembelajaran CALISTUNG vs. Tuntutan Kinerja Guru". Golden Age: Jurnal Ilmiah Tumbuh Kembang Anak Usia Dini 6, n.º 2 (9 de julio de 2021): 79–86. http://dx.doi.org/10.14421/jga.2021.62-03.

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The success of education lies in the extent to which teachers use their abilities in educational practice. This study aims to analyze the academic stress in early childhood in Kindergarten institutions in Banjaran District. The research uses a qualitative approach using the case study. The subject of this research is a Kindergarten teacher in Banjaran District. Collecting data using observation and interviews. Analysis of research data using grounded theory. Test the validity of research data using triangulation of sources and techniques. The results of this study indicate that early childhood experiences stress in Banjaran District due to pressure from parents or guardians of students who want their children to be able to reading, writing, and counting. Principals and teachers have to fulfill the demands of parents or guardians of Kindergarten students in Banjaran District. In addition, the Principal of Kindergarten Schools in Banjaran District assigns various tasks to teachers. The findings of this study contribute to knowledge in the form of causes of early childhood academic stress and recommend early childhood education institutions to minimize stress in early childhood.

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Stamopoulos, Elizabeth. "The Perceptions of Principals on their Leadership Role in Pre-primary". Australasian Journal of Early Childhood 23, n.º 2 (junio de 1998): 26–30. http://dx.doi.org/10.1177/183693919802300206.

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The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for leadership from the kindergarten director to the primary school principal. Concerns have been raised that principals who are responsible for appraisal of pre-primary teachers are providing inadequate educational leadership to these teachers because of their lack of theoretical and practical background in early childhood. They have not been provided with professional development to adequately support them in this role. However, to date, it seems that principals have not been asked for their views about their capacities concerning the pre-primary sector. For these reasons this study investigated the question: How do primary school principals perceive they fulfil their administrative, managerial and educational roles in respect to pre-primary centres? The majority of principals in the district surveyed indicated that they considered administration/management to be their most important role in relation to pre-primary education. A greater number of principals indicated inadequate performance in dealing with educational issues. The majority of principals said the system should require pre-primary training for principals, provide each school with materials that outline developmentally appropriate practices; and provide early childhood professional development courses for principals.

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Maulida, Maulida y Alif Mu'arifah. "Faktor yang Mempengaruhi Motivasi Guru dalam Menerapkan Kurikulum 2013 di TK ABA Karangkajen Yogyakarta". AL-ATHFAL : JURNAL PENDIDIKAN ANAK 5, n.º 1 (27 de junio de 2019): 37–52. http://dx.doi.org/10.14421/al-athfal.2019.51-03.

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This research is a type of qualitative case study. The subjects in this study were teachers, teacher colleagues, and ABA Karangkajen Kindergarten principals in Yogyakarta. The technique of collecting data uses observation, interviews and documentation. While the instruments used are guidelines for observation, interviews and documentation. Data analysis techniques are data reduction, data display and conclusion drawing / verification. Motivation of teachers in implementing the 2013 curriculum at the ABA Karangkajen Kindergarten in Yogyakarta is influenced by intrinsic and extrinsic factors. The intrinsic factor is like the factor you want to have, self-actualization, love/ affection and religiosity. Extrinsic factors include support from colleagues, parents, principals, and the government in implementing the 2013 curriculum.

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Haroun, Ramzi F. y Buad M. Alkhales. "Practices and Beliefs Relating to Authentic Assessment of Kindergarten Teachers in the Suburbs of Jerusalem". Modern Applied Science 13, n.º 3 (26 de febrero de 2019): 112. http://dx.doi.org/10.5539/mas.v13n3p112.

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This study aimed at investigating kindergarten teachers’ practices and beliefs relating to authentic assessment. The study also aimed at investigating differences in teachers’ practices and beliefs based on level of education, study major, and length of experience. The sample of the study consisted of (92) teachers working in kindergartens in the suburbs of Jerusalem. Two questionnaires were developed and implemented to collect the data of the study. In addition, individual semi-structured interviews were conducted with 20 teachers from the sample of the study. Content analysis of some kindergarten documents was also used. The results showed that worksheets were the main method used to assess children learning, while project-based assessment was not used at all. In addition, the results showed significant differences in the teachers’ utilization of authentic assessment methods relating to level of education and study major, but there were no differences relating to the length of the teachers teaching experience. The teachers showed a strong belief in the importance of authentic assessment methods. The results of the interviews and content analysis supported the findings of the questionnaires. The study concluded a number of recommendations for future research, teacher educators and kindergarten principals.

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Puspita, Yenda, Hadriana Hadriana y Rusdi Rusdi. "PELAKSANAAN MANAJEMEN TK AN NAMIROH PUSAT DALAM MENINGKATKAN KUALITAS SEKOLAH DI KECAMATAN TAMPAN KOTA PEKANBARU". Jurnal Manajemen Pendidikan Penelitian Kualitatif 5, n.º 1 (31 de marzo de 2021): 11. http://dx.doi.org/10.31258/jmppk.5.1.p.11-16.

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This study aims to obtain about the process of implementation of kindergarten An-Namiroh Center in improving the quality of schools in Kecamatan Tampan kota pekanbaru. The research sub-focus consists of 1) .The implementation of An-Namiroh kindergarten planning in improving the quality of schools in Kecamatan Tampan Pekanbaru City, 2) .The implementation of An-Namiroh kindergartensCenter in improving the quality of schools in Kecamatan Tampan Pekanbaru City, 3) .The implementation of TK An -Namiroh Center in improving the quality of schools in Kecamatan Tampan Pekanbaru City, 4) .TK An-Namiroh kindergarten supervisionCenter in improving the quality of schools in Kecamatan Tampan Pekanbaru City. This type of research is a qualitative research. The data collection is done by interview, observation and documentation. The results of this study are (1). Implementation of TK An Namiroh Center planning as stipulated in the vision, mission and objectives that make kindergarten An Namiroh Center of pilot educational institutions and is the pride of the community. (2). Implementation of organizing is contained in the organizational structure and the division of labor, so that tasks and responsibilities are done well. (3). Implementation of the guidance of kindergarten An Namiroh Center well done, this is marked by the implementation of leadership functions of principals who have done the management and school construction through administrative activities and placing himself as a supervisor. (4). Implementation of supervision in kindergarten An Namiroh Center has been going well. This is marked by the establishment of good cooperation between the chairman of the foundation, principals, teachers and education personnel as well as the evaluation of weekly performance carried out by the principa

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Dewi, Dita. "Teacher Management in Early Childhood Education". Early Childhood Research Journal (ECRJ) 3, n.º 1 (29 de julio de 2020): 12–17. http://dx.doi.org/10.23917/ecrj.v3i1.11709.

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This study aims to describe the planning, recruitment, coaching, and development at Surya Ceria Aisyiyah kindergarten, Cangakan, Karanganyar. This research is a qualitative descriptive study. Data collection uses observation techniques, interviews, and documentation. Test the validity of the data using technical triangulation and source triangulation. Data analysis using the model of Miles and Huberman namely the reduction stage, the stage of data presentation, and drawing conclusions. The results of his research are (1) Planning in Surya Ceria Aisyiyah PAUD using job analysis and job analysis. (2) Recruitment of teachers in kindergarten Surya Ceria Aisyiyah, namely forming a committee for the recruitment of prospective new educators, announcements, administrative selection. The selection process for applicants in kindergarten Surya Ceria Aisyiyah includes administrative selection, written test, interview test, microteaching test. after the test ends, the overall test results will be discussed and determined which ones are accepted and rejected. Applicants who pass the selection face the school principal to be given directions related to the work contract and salary; (3) Guidance and development of educators through the identification of educator needs with evaluation methods. Forms of coaching and development in kindergarten Surya Ceria Aisyiyah Cangakan Karanganyar, namely supervision of school principals, seminars, workshops, training, In House Training, organization, training, visits, and comparative studies, further education.

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Shigenoi, Kazuhiro y Hironori Komasa. "Research on Understanding Developmental Disorders in Nursery School Principals and Kindergarten Headmasters". Proceedings of the Annual Convention of the Japanese Psychological Association 81 (20 de septiembre de 2017): 1C—034–1C—034. http://dx.doi.org/10.4992/pacjpa.81.0_1c-034.

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Indrawari, Karliana y Azwar Hadi. "Gaya Kepemimpinan Kepala Yayasan Dalam Meningkatkan Kinerja Guru TK Nur Iman Palembang". Tadbir : Jurnal Studi Manajemen Pendidikan 3, n.º 2 (24 de noviembre de 2019): 179. http://dx.doi.org/10.29240/jsmp.v3i2.1063.

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Principals in Nur Iman Kindergarten are required to have a concern for the problems faced by students. The head of the foundation has functions as supervisors, leaders, teaching staff, and school administration. The purpose of this research is to find out the leadership style of the foundation head in improving teacher performance and education processing in Nur Iman Kindergarten, to find out the foundation head's achievements in improving teacher performance and educational processing in Nur Iman Kindergarten, and to find out the supporting factors and obstacles to the foundation head's leadership style in improving teacher performance and education processing in Nur Iman Kindergarten. The research method is field study research. Data collection techniques use observation, interviews and documentation. Data analysis techniques using miles and huberman, namely data reduction, data presentation, and data conclusions. The results showed that the head of the foundation had maximized the performance of teachers in Nur Iman Kindergarten.

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Ismanto, Bambang, Lasmono Tri Sunaryanto y Gatot Sasongko. "Relevant Factors in Increasing School Principals' Entrepreneurship for Improving Students 'Achievements". 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, n.º 1 (9 de diciembre de 2020): 75. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(75).

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Entrepreneurship of principals in the educational environment to enhance students' creative behavior and achievements through innovation and the development of learning methods is very important. The principal has the task of managing resources and taking advantage of opportunities in improving the quality of education. This study aims to discuss the significant variables in increasing entrepreneurship principals. The study uses a quantitative approach with path analysis. The research sample was 334 Principals of Kindergarten, Elementary, Middle and High Schools in Central Java Province. Data collection was carried out by studying documentation and questionnaires. Data analysis was performed by path analysis with the AMOS program. The results showed that the rank and tenure as a teacher had a positive and significant effect on the tenure as a principal. While the use of social media has a significant negative effect. Of the various independent variables observed, only the existence of opportunities that had a significant positive effect on the ability of innovation of the principal. While the variables that significantly influence the development of learning methods are the ability of innovation and the presence of opportunities. The development of learning methods and the existence of opportunities will subsequently have a positive effect on improving student achievement, as the ultimate goal of developing entrepreneurship by the principal. Pathways to improve the entrepreneurship of principals are the existence of opportunities, tenure as principal, innovation and the development of instructional media. Keywords: Entrepreneurship, Principal, Inovation. Creativity,

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Teneva, Mariya. "PROFESSIONAL TRAINING AND CONTINUING QUALIFICATION OF THE TEACHER". Годишник на Педагогически факултет, Тракийски университет 17 (2020): 11–43. http://dx.doi.org/10.15547/ybfe.2020.01.

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The study presents the problems of vocational training and the continuing qualification of Bulgarian teachers. Higher education institutions preparing pedagogical staff need effective interaction and evaluation of their activities by the users of the educational services, such as kindergarten and school directors.The article presents the results of an empirical study conducted with 50 kindergarten and school principals from 8 regions in the Republic of Bulgaria. The object of the study is the managerial reflection on the quality of the training of the newly appointed teachers. The subject of the study is the possibilities for improving their professional qualification. The results indicate that principals are partially satisfied with the quality of the theoretical and practical training of the teachers they hire. To the greatest extent they stimulate the enhancement of the professional competence of the teaching staff by financing their participation in continuing education courses.

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Parida, Lusila y Wiwik Wijayanti. "Kepemimpinan kepala taman kanak-kanak di persekolahan Kanisius Yogyayakarta". Jurnal Akuntabilitas Manajemen Pendidikan 6, n.º 1 (30 de abril de 2018): 105. http://dx.doi.org/10.21831/amp.v6i1.9384.

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Tujuan penelitian ini adalah untuk mendeskripsikan kemampuan kepala TK dalam: (1) mengarahkan guru dan staf, (2) membuat keputusan penting (3) memberikan pendelegasian tugas dan, (4) membangun hubungan kerja sama secara internal dan eksternal. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus pada tiga sekolah TK Kanisius Yogyakarta. Subjek penelitian yaitu kepala sekolah, guru, orang tua siswa (komite sekolah). Teknik pengumpulan data menggunakan teknik observasi dan wawancara. Analisis data yang digunakan adalah model analisis interaktif Milles & Huberman untuk mendeskripsikan dan menganalisis empat aspek kepemimpinan yang dijalankan pada ketiga sekolah tersebut. Penelitian ini menemukan pelaksanaan kepemimpinan kepala TK Kanisius: (1) pengarahan dilakukan secara langsung dan tidak langsung melalui rapat, diskusi dan morning briefing mengenai tugas pokok, tugas khusus dan tugas penunjang, (2) proses pengambilan keputusan melalui musyawarah dengan koordinasi pihak yayasan (3) pendelegasian tugas pokok, tugas khusus dan tugas penunjang yang didasarkan pada kemampuan bawahan, durasi waktu, jenis tugas dan target pencapaian, (4) kerja sama internal dan eksternal dibangun melalui team dan mitra bersama komite sekolah yang digerakan atau disponsori oleh team orang tua. Berdasarkan temuan tersebut maka perilaku kepemimpinan kepala TK Kanisus Demangan Baru berorientasi pada perilaku supportif, perilaku kepemimpinan kepala TK Kanisius Kotabaru berorientasi pada perilaku direktif dan perilaku kepemimpinan kepala TK Kanisius Wirobrajan berorientasi pada perilaku partisipatif. Dari temuan perilaku kepemimpinan tersebut maka model kepemimpian yang diperankan ketiga kepala TK Kanisus cenderung menunjukan model kepemimpinan instruksional.Kata kunci: kepemimpinan kepala TK, perilaku kepemimpinan dan model kepemimpinan PRINCIPALS’ LEADERSHIP IN CANISIUS KINDERGARTENS YOGYAKARTAAbstractThis research aims to describe the ability of the head of kindergarten in: (1) directing teachers and staff, (2) making important decisions (3) provide the delegation of tasks and, (4) establish working relationships both internally and externally. This study uses a qualitative approach with case studies on three kindergarten Canisius Yogyakarta. The research subject is the principal, teachers, parents students (school committee). Data collection technique used observation and interview techniques. Analysis of the data used is an interactive model Milles & Huberman to describe and analyze four aspects of leadership that run on all three schools. This study found the implementation of leadership in TK Canisius: (1) directly or indirectly through meetings, discussions, and briefings on main tasks, special tasks and supporting duties, (2) decision making process in compliace the board of foundation (3) task delegation that suits on the capacity of each subordinates, project timeline and target,(4) internal and external cooperation built through fundamental activities, special activities and support activities as well as maintaining relationships both personally and socially. Based on these findings, the behavior of the leadership of the head of Kanisus Demangan Baru kindergarten oriented supportive behavior, the behavior of the leadership of the head of Canisius Kotabaru kindergarten oriented directive behavior and leadership behavior Canisius head Wirobrajan kindergarten oriented participative behavior. From the findings of the leadership behavior of the model of leadership, played three head of Canisus kindergartens more trend on instructional leadership model.Keywords: kindergarten leadership, leadership behaviors and leadership models

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Lee, Byung-seon y Hyejin Jang. "The influence of kindergarten teachers’ expertise, psychological burnout and kindergarten principals’ authentic leadership on the teachers’ execution of teaching authority". Journal of Children’s Media & Education 20, n.º 2 (30 de junio de 2021): 77–100. http://dx.doi.org/10.21183/kjcm.2021.06.20.2.77.

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Sai Wong, Kwok y Wai Hing Cheuk. "Job‐related stress and social support in kindergarten principals: the case of Macau". International Journal of Educational Management 19, n.º 3 (mayo de 2005): 183–96. http://dx.doi.org/10.1108/09513540510590977.

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To, Ken Hang y Hongbiao Yin. "Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals". Asia-Pacific Education Researcher 30, n.º 4 (9 de marzo de 2021): 315–25. http://dx.doi.org/10.1007/s40299-021-00559-9.

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Retno, Dyah. "Agreement Levels of Kindergarten Principals and Teachers to Determine Teaching Competencies and Performance". European Journal of Educational Research 10, n.º 2 (15 de abril de 2021): 537–51. http://dx.doi.org/10.12973/eu-jer.10.2.537.

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Chan, Chi Wai. "The leadership styles of Hong Kong kindergarten principals in a context of managerial change". Educational Management Administration & Leadership 42, n.º 1 (octubre de 2013): 30–39. http://dx.doi.org/10.1177/1741143213499263.

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Noh, Jinhyeong y Heeseon Koh. "A Study on kindergarten principals' leadership Perceived by preschool teachers : Focused on Metaphor Analysis". Asia-pacific Journal of Multimedia services convergent with Art, Humanities, and Sociology 7, n.º 9 (30 de septiembre de 2017): 693–707. http://dx.doi.org/10.14257/ajmahs.2017.09.23.

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Lau, Eva Yi Hung y Mei Lee Ng. "Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents". Children and Youth Services Review 99 (abril de 2019): 10–17. http://dx.doi.org/10.1016/j.childyouth.2019.01.019.

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Dhieni, Nurbiana, Sofia Hartati y Sri Wulan. "Evaluation of Content Curriculum in Kindergarten". JPUD - Jurnal Pendidikan Usia Dini 13, n.º 1 (30 de abril de 2019): 72–85. http://dx.doi.org/10.21009/10.21009/jpud.131.06.

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This research aimed to map the quality curriculum used of kindergartens in Jakarta. The mapping curriculum was done by looking at the suitability curriculum with the stages of child development, needs of children, using the child-centered learning process, and taking ad-vantage of technological development. Subjects were 32 kindergarten institutions in Jakarta (North Jakarta and Jakarta Central), from 14 districts. Kindergarten institutions selected by representing every district. In collecting data, the researchers conducted an analysis content of curriculum and interview with respondents and informants in kindergarten institutions ei-ther principals or teachers in schools who selected as samples. The research team conducted a meeting to gather information that recorded as a result of observation and described in-depth interviews in the diary of researchers — the data collected from 16 kindergartens that are willing to research subject. The data consisted of curriculum documents, curriculum evaluation instruments and interviews’ result that analyzed qualitatively from the beginning of the data collection process including data reduction, data presentation, and conclusion. Keyword: Content, Curriculum, Evaluation, Kindergarten References Burchinal, M. (2018). Measuring Early Care and Education Quality. Child Development Perspectives, 12(1), 3–9. https://doi.org/10.1111/cdep.12260 Dhieni, N., & Utami, A. D. (2013). Evaluasi Konten Kurikulum Taman Kanak-Kanak di DKI Jakarta Tahun ke 1 dari rencana 3 tahun. Jakarta: FIP press. Dodge, D. T. (2004). Early Childhood Curriculum Models Why What and How Programs Use them. Exchange Organizational Behavior Teaching Journal, (February), 71–75. Eliason, C., & Jenkins, L. (2008). A Practical Guide to Early Childhood Curriculum 8th. New Jersey: Pearson Prentice Hall. Fox-turnbull, W. (2007). Implementing Digital Technology in The New Zealand Curriculum. Gestwicki, C. (2007). Developmentally Appropriate Practice Curriculum, and Development in Early Education 3rd Ed. New York: Thomson Delmar. Hainstock, E. G. (2002). Montessori untuk Prasekolah. Jakarta: Pustaka Delapratasa. Hasan, S. H. (2008). Evaluasi Kurikulum. (U. & R. Rosdakarya, Ed.). Bandung. Haslip, M. J., & Gullo, D. F. (2018). The Changing Landscape of Early Childhood Education: Implications for Policy and Practice. Early Childhood Education Journal, 46(3), 249–264. https://doi.org/10.1007/s10643-017-0865-7 Jackman, H. L. (2012). Early Education Curriculum: A Child’s Connection to the World Fifth Edition. Belmont: Wadsworth: Cengage Learning. Jacman, H. (2012). Early Education Curriculum. Pedagogical Development Unit, (FEBRUARY 2011), 163. Retrieved from https://www.eursc.eu/Syllabuses/2011-01-D-15-en-4.pdf Kostelnik, M. J., Soderman, A. K., & P, A. (2007). Whiren, Developmentally Appro-priate Curriculum: Best Practices in Early Childhood Education 4th. New Jersey: Pearson Prentice Hall. Mak, B., Keung, C., & Cheung, A. (2018). Analyzing Curriculum Orientations of Kindergarten Curriculum. In Teacher Education, Learning Innovation and Accountability, (pp. 135–153). Singapore: Springer Singapore. https://doi.org/10.1007/978-981-13-2026-2 Odom, S. L., Butera, G., Diamond, K. E., Hanson, M. J., Horn, E., Lieber, J., … Marquis, J. (2019). Efficacy of a Comprehensive Early Childhood Curriculum to Enhance Children’s Success. Topics in Early Childhood Special Education. https://doi.org/10.1177/0271121419827654 Plowman, L., Stephen, C., & Mcpake, J. (2010). Growing Up with Technology (pp. 1–169). London and New York: Routledge. Roopnarine, J. L., & Johnson, J. E. (2005). Approaches to Early Childhood Education 4th Ed,. New Jersey: Pearson Prentice Hall. Sarama, J., & Clements, D. H. (2019). From Cognition to Curriculum to Scale. Cognitive Foundations for Improving Mathematical Learning. https://doi.org/10.1016/b978-0-12-815952-1.00006-2 Wood, E., & Hedges, H. (2016). Curriculum in early childhood education: critical questions about content, coherence, and control. Curriculum Journal, 27(3), 387–405. https://doi.org/10.1080/09585176.2015.1129981 Yang, W., & Li, H. (2019). Changing culture, changing curriculum: a case study of early childhood curriculum innovations in two Chinese kindergartens. Curriculum Journal, 0(0), 1–19. https://doi.org/10.1080/09585176.2019.1568269

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Nurhasanah, Septria y Indra Yeni. "Gambaran Ekstrakurikuler di Taman Kanak-kanak Telkom School Padang". Indonesian Journal of Islamic Early Childhood Education 4, n.º 1 (29 de julio de 2019): 59–68. http://dx.doi.org/10.51529/ijiece.v4i1.149.

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This study aims to describe extracurricular activities at the Telkom School Kindergarten in Padang. This research uses descriptive method using qualitative. Informants from this study were principals, class teachers and extracurricular teachers. Data collection techniques in this study used observation techniques, interview techniques and documentation techniques. Data analysis techniques used are data triangulation techniques. There are five extracurricular activities carried out namely hafidz extracurricular activities, dancing, swimming, computer, and marching bands. The result of the study are generally known that extracurricular activities at the Padang School Kindergarten in Padang have been ongoing. The teacher has carried out planning, implementation, and evaluation that is able to develop talents and channel children’s interests trough scheduled activities even though there are still shortcomings in their implementation.

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Hartini, Sri. "Developing the quality of early childhood mentoring institutions". Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 5, n.º 1 (5 de septiembre de 2017): 87. http://dx.doi.org/10.21831/jppfa.v5i1.15508.

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The study was to uncover the concept of quality improvement, the supporting and the inhibiting factors within the quality improve and the quality improvement in the early childhood mentoring institutions/kindergarten. The study was a qualitative research. The subjects in the study were kindergarten principals, kindergarten teachers and parents. The data were gathered by means of observation, interview and documentation. For the data analysis, the researcher selected the qualitative descriptive data analysis method. The results of the study were as follows. First, the concept of educational quality improvement in the early childhood mentoring institutions/ kindergarten has been improveed from the vision, the mission and the objectives and the concept includes the aspects of planning, process and output which has synergy from one to another. The planning has been formulated in the curriculum, the syllabus and the daily activity plan. Second, the approach, the strategy and the technique of quality improvement has maximized the well-qualified schools’ resources, have been supported by the sufficient facilities and have been funded by the sufficient budget. Third, the supporting factors within the quality improvement of early childhood mentoring institutions/kindergarten have been the increasing awareness within the society toward the significance of early childhood mentoring institutions, the massive socialization conducted by the Office of Education through the provision of training programs in relation to the early childhood mentoring institution/kindergarten management and the human resources empowerment toward developing the quality of early childhood mentoring institutions. Fourth, the inhibiting factors within the quality improvement of early childhood mentoring institutions have been the lack of society care and participation, the less quality human resources that early childhood mentoring institutions have, the fund limitation, the facility limitation and the lack of program management effectiveness.Keywords: development, educational quality, kindergarten

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Ihmeideh, Fathi y Enass Oliemat. "The effectiveness of family involvement in early childhood programmes: perceptions of kindergarten principals and teachers". Early Child Development and Care 185, n.º 2 (2 de junio de 2014): 181–97. http://dx.doi.org/10.1080/03004430.2014.915817.

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Yussanti, Dian Widi y Yari Dwikurnaningsih. "Pengembangan Instrumen Penilaian Supervisi Manajerial Kepala Sekolah PAUD Berbasis Website". Scholaria: Jurnal Pendidikan dan Kebudayaan 10, n.º 3 (28 de septiembre de 2020): 217–30. http://dx.doi.org/10.24246/j.js.2020.v10.i3.p217-230.

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The purpose of this study is to develop website-based managerial supervision assessment instruments to help the duties of kindergarten supervisors in carrying out supervision managerial. This type of research refers to the Borg and Gall R&D model, modified by Sugiyono. The development research covers potentials and problems, data collection, product design, design validation, design revision, product trials, product revisions. The result of this research is Website-Based Managerial Supervision of School Principal Supervision Assessment Instrument or InPeSiM, guidelines for using InPeSiM for Supervisors and Principals. Based on the results of expert validation, InPeSiM was declared to be very complete and worth testing. Whereas in the field trial, Supervisor stated that the product was very good to used in managerial supervision.

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Meliana, Veri Julianto y Khairul Anwar Hafizd. "SISTEM INFORMASI MANAJEMEN TAMAN KANAK-KANAK (STUDI KASUS : TAMAN KANAK-KANAK (TK) MEKAR SARI DESA AMBAWANG)". Aisyah Journal Of Informatics and Electrical Engineering (A.J.I.E.E) 2, n.º 2 (31 de agosto de 2020): 145–51. http://dx.doi.org/10.30604/jti.v2i2.39.

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Current technological developments can be done to facilitate work. One of them can be applied to support management information system that focus on management TK Mekar Sari. The problems that exist in the process of acceptance of new students are still conventional (manual) and the class division process is still shared conventionally (manually) using Microsoft Excel. So it can take much time for class and student division in each semester. Based on the problem, the system is called "Kindergarten Management Information System (case study: Kindergarten (TK) Mekar Sari village Ambawang)". The system is built using the PHP programming language with a native framework. While the database development uses MySQL that works for the database server. Design of the display interface that author builds are created using Adobe XD CC 2019. As well as the draft database using Entity Relationship Diagram, Data Flow Diagram and Flowchart. This system can facilitate admins, principals and prospective registrants in the registration process, class division and Administration data collection to make it easier, faster and efficient both in terms of time, place, cost and energy at kindergarten (TK) Mekar Sari in Ambawang village.

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Han, Christina. "Leadership Roles of a Pre-School Principal in the Use of Information and Communication Technology: A Hong Kong Experience". Contemporary Issues in Early Childhood 3, n.º 2 (junio de 2002): 293–97. http://dx.doi.org/10.2304/ciec.2002.3.2.10.

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The incorporation of information and communications technology (ICT) in education is increasingly recognised as a priority for schools in Hong Kong. Teachers are now expected to undertake formal training to ensure they are proficient in the use of ICT and are able to use it effectively within the classroom setting. This colloquium highlights the important role played by school leaders in ensuring the successful transition of schools within the ‘information age’. It is argued that principals need to inspire, encourage and support teachers to meet the challenges that lie ahead. The colloquium reports on a case study of a pre-school leader's practices in the use of ICT. The study investigates the strategies the principal used to promote the use of ICT in the pre-school and her influence on ICT use in the kindergarten.

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안도연. "Perception of Kindergarten Principals and Teachers on the Readiness, Qualifications, and Teacher Education for Inclusive Education". Journal of Inclusive Education 5, n.º 1 (junio de 2010): 47–65. http://dx.doi.org/10.26592/ksie.2010.5.1.47.

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