Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices

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dc.contributor.authorKlevering, Nickien_NZ
dc.contributor.authorMcNae, Rachel Elizabethen_NZ
dc.date.accessioned2020-08-11T23:07:52Z
dc.date.available2020-08-11T23:07:52Z
dc.date.issued2019en_NZ
dc.description.abstractEffective leadership within early childhood settings is aligned with the perceived successful implementation of high quality care and education programmes (Thornton, Tamati, Clarkin-Philips, Aitken & Wansbrough, 2009). With growing attention on the role early childhood education (ECE) plays in preparing children to be successful in their lives, it is not surprising that there is increased focus on the work and impact of educational leaders in this endeavour. An expanding body of research specifically exploring leadership within ECE settings illustrates how much of the educational leadership theory corpus lacks contextual relevance and fails to recognise the complexities and realities of leading in early years contexts (Rodd, 2013). The qualitative research reported on in this article examines the leadership understandings and perceptions of five qualified, registered early childhood leaders. The findings illustrated that whilst participants were cognisant of the role effective leadership plays in providing quality care and education, there was much confusion about what leadership entailed and how leadership differentiated from management in this context. The contextual complexities of the ECE sector were a significant influence on each participant’s opportunity to learn about, and practise leadership. Findings also revealed a need for contextually relevant and progressive approaches to leadership learning to support early childhood leaders and teachers in their leadership work.
dc.format.mimetypeapplication/pdf
dc.identifier.citationKlevering, N., & McNae, R. (2019). Making sense of leadership in early childhood education: Tensions and complexities between concepts and practices. Journal of Educational Leadership, Policy and Practice, 33(1), 5–17. https://doi.org/10.21307/jelpp-2018-002en
dc.identifier.doi10.21307/jelpp-2018-002en_NZ
dc.identifier.eissn1178-8704en_NZ
dc.identifier.issn1178-8690en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/13721
dc.language.isoenen_NZ
dc.publisherExeley, Inc.en_NZ
dc.relation.isPartOfJournal of Educational Leadership, Policy and Practiceen_NZ
dc.rightsThis article is published under the Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
dc.subjectLeadership
dc.subjectmanagement
dc.subjectmanagement
dc.subjectearly childhood
dc.subjectlearning
dc.subjectlearning
dc.subjecttheory
dc.titleMaking sense of leadership in early childhood education: Tensions and complexities between concepts and practicesen_NZ
dc.typeJournal Article
pubs.begin-page5
pubs.elements-id256066
pubs.end-page17
pubs.issue1en_NZ
pubs.organisational-group/Waikato
pubs.organisational-group/Waikato/2024 PBRF
pubs.organisational-group/Waikato/DEDU
pubs.organisational-group/Waikato/DEDU/2024 PBRF - DEDU
pubs.organisational-group/Waikato/DEDU/DEDU Academics
pubs.organisational-group/Waikato/DEDU/SEDU
pubs.organisational-group/Waikato/DEDU/SEDU/2024 PBRF - SEDU
pubs.organisational-group/Waikato/DEDU/SEDU/SEDU Academics
pubs.publication-statusPublisheden_NZ
pubs.user.infoMcNae, Rachel (rachs@waikato.ac.nz)
pubs.volume33en_NZ
uow.verification.statusunverified
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