Quality Improvement in Early Childhood Teacher Education: Faculty Perspectives and Recommendations for the Future

Approximately 1,200 institutions of higher education in the United States offer a degree in early childhood education, but recent research questions the strength of the relationship between teachers having a degree and benefits to child development and learning. However, there has been little empirical focus on the quality of degree programs. This exploratory study examined faculty perspectives on program priorities and factors that may facilitate or impede program quality-improvement efforts. Data were obtained from an online survey of early childhood education program administrators and faculty (N = 231); additional telephone interview data were obtained from 20 survey participants. Faculty reported relying on national and state standards for guidance in designing and implementing their programs. Results indicated inadequate knowledge of current early childhood research and theory on the part of some faculty. Faculty-reported priorities to enhance program quality included strengthening student competencies (the highest priority being implementing curriculum effectively), building faculty capacity, and accreditation. When describing their program’s organizational climate, most faculty reported being in implementation or maintenance mode, building mode, and change mode. Those who described themselves as being in survival mode were more likely to report low philosophical and financial support from their institutions. To improve program quality, faculty cited the following needs: more faculty, more time, institutional recognition of their program’s value, financial support, professional development opportunities, and institutional understanding of the larger context of early childhood education. The paper concludes with recommendations for research, policy, and technical assistance and support for teacher preparation programs in the United States.