Research

Making a hiring decision can be nerve-wracking. Whether you have several strong candidates or a less-than-ideal applicant pool, you still have to determine the best fit based on very limited information. Applications, resumes, and references are essential parts of the evaluation process because they provide important background and can help narrow the field. But many candidates look impressive on paper… For that reason, the interview is arguably your best opportunity to determine whom to hire. Yet many of us were never formally trained in best practices for interviewing a potential employee; instead, we are left to figure out which questions will offer the clearest glimpse into a candidate’s competency, personality, and commitment. This can result in asking questions that are not relevant, or that have obvious, socially desirable answers about what a candidate would do in a situation, but that don’t actually reveal what they did do in similar circumstances. A few years ago, I developed the training Recruitment and Hiring: Finding the Needle in the Haystack (see the description and link in the Session Spotlight box). While creating that session, I spent a lot of time reading research in organizational psychology and human resources, and in the process discovered a great deal about the science behind effective interview questions. Below, I describe two of my biggest takeaways about interview questions.

INTRODUCTION Early childhood education and care (ECEC) program administrators play a critical role in shaping program quality, workforce stability, and enriching children’s daily experiences (Doherty et al., 2015; Douglass, 2019; Sims et al., 2015; Talan et al., 2014). Leaders must simultaneously manage tight budgets, high turnover, regulatory pressures, and the emotional labor of supporting a stressed workforce, conditions that contribute to burnout and challenge program stability. However, many assume these responsibilities without formal preparation in program administration and leadership (Kelton & Talan, 2023; Kelton & Tenis, 2024; Talan et al., 2014; Whitebook et al., 2018). Since its introduction in 2017, the Whole Leadership Framework has provided the field with a conceptual model and defined components of early childhood leadership, ensuring consistent approaches to leadership standards and competencies (McCormick Institute for Early Childhood, 2026). The framework organizes ECEC program leadership into three interconnected domains: Leadership Essentials, Administrative Leadership, and Pedagogical Leadership. Leadership Essentials establishes the foundational culture of care, equity, and continuous improvement; Pedagogical Leadership focuses on building communities of learning that center the strengths of children, families, and staff; Administrative Leadership addresses the coordination of people and systems needed for organizational stability and sustainability. Taken together, the three domains define not only what early childhood administrators must know and do, but also the depth and integration of competencies required for effective leadership. Understanding how competencies develop over time and identifying the evolving needs of leaders at different points in their professional journey is essential. Adult learning theory, supported by research across diverse workforce sectors, including early childhood education, underscores the importance of aligning professional development with career development stages (Dall'Alba & Sandberg, 2006; Dreyfus & Dreyfus, 1986; Fukkink & Lont, 2007; Kinchin & Cabot, 2010). The Directors' Role Perceptions Survey and its successor, the Administrator Role Perception Survey (ARPS), have been used for nearly three decades to categorize ECEC center-based administrators into three career development stages: novice, proficient/capable, and advanced/master (Abel et al., 2019; Bella et al., 2017). Notably, this categorization is based on self-perceived mastery of key leadership competencies rather than years of experience (Abel et al., 2019; Bella et al., 2017; McCormick Center for Early Childhood Leadership, 2018; Rafanello & Bloom, 1997). Research using these tools has identified distinct training and coaching needs at different career development stages. When professional development is tailored accordingly, outcomes include improved self-efficacy, greater mastery of leadership competencies, and organizational gains in program quality and workplace climate (Bloom & Bella, 2005; Bloom et al., 2013; Doherty et al., 2015; Kelton & Talan, 2023; Talan et al., 2014). Despite this evidence, many professional learning experiences for administrators continue to rely on a one-size-fits-all approach, failing to account for the varying competencies, experiences, and needs present across career stages. When considered alongside the Whole Leadership Framework, this gap between research and practice becomes even more significant. Effective professional development must not only address the right competencies across all three domains, but must do so in ways that meet administrators where they are in their leadership journey. THIS STUDY This study extends existing research by examining differences in self-efficacy for Whole Leadership and specific Administrative Leadership competencies among novice, proficient, and advanced center-based administrators, using a national sample. The Administrative Leadership domain encompasses coordinating tasks and mobilizing resources to ensure organizational stability and growth, including systems thinking. By examining differences across stages, this study provides valuable insights into the evolution of administrative leadership and informs targeted professional development to support administrators' growth and progression. METHODS Data were collected from 649 early childhood education administrators across 23 states using the Administrator Role Perception Survey (ARPS), a self-report instrument aligned with the Whole Leadership Framework that assesses role perceptions, leadership competencies, and professional development needs. 

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