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Background. Monitoring the labor market in the field of education makes it possible to timely identify the needs of employers in teaching and management personnel, analyze the demand for professions, the functional workload of employees, identify areas of shortage and inefficient use of personnel, and investigate the impact of various economic and social factors on changes in the content of labor. Analysis of the monitoring results contributes to the preparation of conceptual solutions in the framework of the implementation of strategic objectives for the development of preschool education.

Objective. To analyze the results of monitoring the labor market in preschool education and offer recommendations for optimizing professional activities and improving the mechanisms for the professional development of preschool education workers.

Sample. The study involved 46.766 employees of the preschool education system from 81 subjects of the Russian Federation.

Methods. The following methods were used in the study: online survey, calculation of descriptive statistics, factorial (exploratory) analysis, correlation analysis according to Charles Spearman, Mann-Whitney U-test.

Results. The degree of satisfaction of preschool education workers with working conditions was determined, as a result of the analysis of the functional load of educators, the frequency of their performance of certain labor functions was established, additional, redundant and duplicating labor functions of educators were identified, the need of the preschool education system for new qualifications was clarified, factors influencing the passage of advanced training by educators were highlighted.

Conclusions. The results of the analysis are of key importance for predicting the labor market needs in the field of preschool education for new qualifications and timely solving the identified systemic problems in this area — eliminating excessive functional load of specialists and duplication of labor functions.

This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions of the state. Interviews were conducted over the phone. The study examined the kinds of preparation that these directors received for their work as program leaders, the areas that these directors identified as strengths and weaknesses, and the kinds of professional development that they perceived as necessary to perform their jobs well. Results indicate that given the wide range of qualifications and work experiences among directors in this mixed service delivery system, targeted professional development focusing on both administration and early childhood content is needed. These findings suggest that policy makers and administrators of preschool programs should conduct needs assessments of their preschool directors and school leaders to ensure that professional development opportunities address different levels of experience and expertise appropriate for leaders working in these systems. Because of the complexity of leading programs with mixed sources of funding and policy mandates, it is also suggested that competencies be articulated for preschool leaders and that institutions of higher education develop early childhood leadership preparation programs.

This paper reports on an interview study with directors of Head Start and child care programs who are collaborating with local education authorities to provide publicly funded preschool in New Jersey, USA. A standardized interview protocol was utilized with 98 directors chosen to represent a range of center types from across the three main regions of the state. Interviews were conducted over the phone. The study examined the kinds of preparation that these directors received for their work as program leaders, the areas that these directors identified as strengths and weaknesses, and the kinds of professional development that they perceived as necessary to perform their jobs well. Results indicate that given the wide range of qualifications and work experiences among directors in this mixed service delivery system, targeted professional development focusing on both administration and early childhood content is needed. These findings suggest that policy makers and administrators of preschool programs should conduct needs assessments of their preschool directors and school leaders to ensure that professional development opportunities address different levels of experience and expertise appropriate for leaders working in these systems. Because of the complexity of leading programs with mixed sources of funding and policy mandates, it is also suggested that competencies be articulated for preschool leaders and that institutions of higher education develop early childhood leadership preparation programs.