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Teachers' perceptions of their abilities to be educational leaders in Victorian childcare settings

journal contribution
posted on 2013-06-01, 00:00 authored by Max Grarock, Anne-Marie MorrisseyAnne-Marie Morrissey
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.

History

Journal

Australasian journal of early childhood

Volume

38

Issue

2

Pagination

4 - 12

Publisher

Early Childhood Australia

Location

Watson, ACT

ISSN

1836-9391

Language

eng

Publication classification

C1 Refereed article in a scholarly journal