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The role of the educational leader in long day care – how do they perceive their role?
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.
History
Journal
Early child development and careVolume
186Issue
3Pagination
497 - 508Publisher
RoutledgeLocation
Abingdon, Eng.Publisher DOI
ISSN
0300-4430eISSN
1476-8275Language
engPublication classification
C1 Refereed article in a scholarly journal; C Journal articleCopyright notice
2015, Taylor & FrancisUsage metrics
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