@article{ref1,
title="The effect of leadership training on child care program quality",
journal="Early childhood research quarterly",
year="1992",
author="Bloom, Paula Jorde and Sheerer, Marilyn",
volume="7",
number="4",
pages="579-594",
abstract="Twenty-two individuals participated in a 16-month Early Childhood Leadership Training Program. The content of the training covered all components of the child care center director's role: personal and professional self-knowledge; child development and early childhood programming; organizational theory, leadership style, legal and fiscal issues; parent and community relations/public policy and advocacy; and research and technology. This article documents training outcomes in three areas: (1) participants' level of perceived competence; (2) the quality of classroom teaching practices; and (3) the quality of work life for the staff at their programs. Self-report feedback from participants indicated a statistically significant increase in their perceived level of knowledge and skill in all five task performance areas. Posttest observations of classroom quality revealed a significant improvement in the quality of classroom teaching practices compared to a comparison group not receiving training. A pretest-posttest comparison of organizational climate showed a significant improvement in clarity of program policies, degree of program innovativeness, opportunities for professional growth, and staff's level of perceived decision-making influence.<p />",
language="",
issn="0885-2006",
doi="10.1016/0885-2006(92)90112-C",
url="http://dx.doi.org/10.1016/0885-2006(92)90112-C"
}