Journal of Studies in Education ISSN 2162-6952 2017, Vol. 7, No. 3 www.macrothink.org/jse 48 The Importance of Knowledge about the Preschool Curriculum in Terms of Preschool Administrators’ Instructional Leadership Practices Sevilay ŞAHİN Turkey Gülşen SEZER Turkey Received: May 22, 2017 Accepted: June 20, 2017 Published: August 1, 2017 doi:10.5296/jse.v7i3.11264 URL: https://doi.org/10.5296/jse.v7i3.11264 Abstract The purpose of the present study was to unearth the importance of school administrators’ knowledge about thepreschool curriculum in terms of displaying instructional leadership behaviors in the kindergartens and primary schools with preschool classes. The study group in the research consisted of 20 preschool teachers and 10 preschool administrators working in the schools tied to the Ministry of National Education in Kilis province, chosen via the purposeful sampling technique. Interviews were conducted with the participants to collect the data. The data were then content-analyzed. The results revealed that primary school administrators did not have adequate knowledge about the preschool curriculum and could not display instructional leadership behaviors; however, preschool administrators had, comparatively, adequate knowledge about the curriculum and were more successful in terms of displaying instructional leadership behaviors. Drawing on this point, it may be suggested that knowledge about the preschool curriculum is of utmost importance in preschool administrators’ instructional leadership practices. Keywords: Instructional leadership, Preschool education, Knowledge on preschool curriculum