Teachers' perceptions of their abilities to be educational leaders in Victorian childcare settings Grarock, Max and Morrissey, Anne-Marie 2013, Teachers' perceptions of their abilities to be educational leaders in Victorian childcare settings, Australasian journal of early childhood, vol. 38, no. 2, pp. 4-12. Attached Files Name Description MIMEType Size Downloads Title Teachers' perceptions of their abilities to be educational leaders in Victorian childcare settings Author(s) Grarock, Max Morrissey, Anne-Marie orcid.org/0000-0002-7753-4858 Journal name Australasian journal of early childhood Volume number 38 Issue number 2 Start page 4 End page 12 Total pages 9 Publisher Early Childhood Australia Place of publication Watson, ACT Publication date 2013-06 ISSN 1836-9391 Keyword(s) educational leaders teacher childcare Summary In the context of new national regulatory requirements for designated educational leaders in early childhood settings, 11 Victorian teachers participated in semi-structured interviews exploring their perceptions of their ability to act as educational leaders in their childcare centres. Analysis of these interviews showed that, while teachers successfully made changes within their rooms, only those with a formal title or authority expressed confidence in their ability to lead change across their centres. Barriers to leadership included lack of time and a perception that their teacher qualifications 'did not buy authority'. A hierarchical model of leadership appeared dominant within the centres. The findings suggest both time allowance and formal role designation as strategies to support the new leadership roles, but also raise questions about the most effective models for supporting teacher leadership in childcare contexts. Language eng Field of Research 130102 Early Childhood Education (excl Maori) 130304 Educational Administration, Management and Leadership Socio Economic Objective 970113 Expanding Knowledge in Education HERDC Research category C1 Refereed article in a scholarly journal Persistent URL http://hdl.handle.net/10536/DRO/DU:30056010 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connect to published version (restricted access) Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 13 Sep 2013, 19:24:07 EST Fri, 13 Sep 2013, 19:25:11 EST Tue, 17 Sep 2013, 09:29:31 EST Wed, 18 Sep 2013, 10:00:46 EST Wed, 18 Sep 2013, 10:01:54 EST Thu, 19 Sep 2013, 10:17:32 EST Thu, 19 Sep 2013, 15:35:31 EST Thu, 19 Sep 2013, 15:46:37 EST Thu, 19 Sep 2013, 15:47:57 EST Thu, 19 Sep 2013, 15:49:58 EST Thu, 19 Sep 2013, 15:54:43 EST Thu, 19 Sep 2013, 15:59:49 EST Thu, 19 Sep 2013, 16:01:00 EST Mon, 23 Sep 2013, 08:52:57 EST Fri, 13 Jun 2014, 18:19:35 EST Mon, 22 Jan 2018, 13:40:07 EST Filtered Full Citation counts:   Cited 13 times in TR Web of Science Cited 14 times in Scopus Search Google Scholar Access Statistics: 648 Abstract Views, 7 File Downloads  -  Detailed Statistics Created: Fri, 13 Sep 2013, 19:24:07 EST by Anne-marie Morrissey

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