Leadership in preschool education: impact on pedagogical practices and learning
DOI:
https://doi.org/10.62697/rmiie.v5i4.446Keywords:
Educational leadership, school principal, pedagogical management, professional learning communityAbstract
School leadership constitutes a fundamental component in strengthening pedagogical practices and improving learning in preschool education. This study aimed to analyze how preschool principals exercise leadership and how their practices influence teaching, institutional organization, and students’ learning experiences. A qualitative research approach was employed, involving interviews with 12 principals and 23 teachers from preschool institutions representing diverse characteristics and contexts. Data were complemented by observations of School Technical Council sessions and collaborative work meetings, as well as by the review of institutional documents related to educational planning and school improvement. The findings revealed that principals with stronger pedagogical competencies and knowledge of child development promote teacher support, professional collaboration, methodological innovation, and attention to children’s needs. Furthermore, horizontal communication, teacher participation in decision-making, and systematic monitoring of classroom practices contribute to creating institutional environments that are more conducive to teaching and learning. However, administrative overload, limitations in leadership training, and insufficient institutional support hinder the effective exercise of pedagogical leadership. The study concludes that strengthening specialized training for preschool principals, reducing bureaucratic burdens, and promoting professional learning communities are essential for consolidating school leadership focused on students’ holistic development, well-being, and learning. These findings highlight the need to reconsider the role of preschool principals beyond administrative management and to strengthen their position as pedagogical leaders capable of guiding collaborative processes and improving educational practices.
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