The role of the educational leader in long day care – how do they perceive their role?

Rouse, Elizabeth and Spradbury, Gail 2016, The role of the educational leader in long day care – how do they perceive their role?, Early child development and care, vol. 186, no. 3, pp. 497-508, doi: 10.1080/03004430.2015.1036419.

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Title The role of the educational leader in long day care – how do they perceive their role?
Author(s) Rouse, ElizabethORCID iD for Rouse, Elizabeth
Spradbury, Gail
Journal name Early child development and care
Volume number 186
Issue number 3
Start page 497
End page 508
Total pages 12
Publisher Routledge
Place of publication Abingdon, Eng.
Publication date 2016
ISSN 0300-4430
Keyword(s) early childhood education
early childhood teacher
educational leadership
pedagogical leadership
Summary National reforms introduced into the early childhood education and care sector across Australia have created a requirement for each service to appoint an ‘educational’ leader to provide curriculum direction to ensure that children achieve quality care and education to lead to positive outcomes. Leadership in the early childhood has often been contested and complex, but the addition of a new leadership for building pedagogy and practice has created additional complexities. This paper reports the findings of a small-scale qualitative research study investigating how a small number of educational leaders working in long day care settings in urban Australia perceive their role. The study identified that these educational leaders came to the position unwillingly and felt poorly prepared and supported to meet the challenges presented.
Language eng
DOI 10.1080/03004430.2015.1036419
Field of Research 130102 Early Childhood Education (excl Maori)
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2015, Taylor & Francis
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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