The Importance of Knowledge about the Preschool Curriculum in Terms of Preschool Administrators’ Instructional Leadership Practices

Abstract

The purpose of the present study was to unearth the importance of school administrators’ knowledge about thepreschool curriculum in terms of displaying instructional leadership behaviors in the kindergartens and primary schools with preschool classes. The study group in the research consisted of 20 preschool teachers and 10 preschool administrators working in the schools tied to the Ministry of National Education in Kilis province, chosen via the purposeful sampling technique. Interviews were conducted with the participants to collect the data. The data were then content-analyzed. The results revealed that primary school administrators did not have adequate knowledge about the preschool curriculum and could not display instructional leadership behaviors; however, preschool administrators had, comparatively, adequate knowledge about the curriculum and were more successful in terms of displaying instructional leadership behaviors. Drawing on this point, it may be suggested that knowledge about the preschool curriculum is of utmost importance in preschool administrators’ instructional leadership practices.