6533b870fe1ef96bd12cfd3c

RESEARCH PRODUCT

Perceptions of early childhood education professionals on teacher leadership in Finland

Johanna HeikkaLeena HalttunenManjula Waniganayake

subject

Early childhood educationleadershipvarhaiskasvatusSocial Psychologyteacher leadershipPediatricsEducational leadershipPedagogyDevelopmental and Educational PsychologyLeadership styleta5160501 psychology and cognitive sciencesEarly childhoodDistributed leadership05 social sciences050301 educationFocus groupteamleadership perceptionsLeadership studiesearly childhood educationTeacher leadershipPsychology0503 education050104 developmental & child psychology

description

This study investigated perceptions of early childhood education (ECE) professionals employed at three ECE centres on teacher leadership enactment in Finland. These professionals comprised childcare nurses, teachers and ECE centre directors. Theoretically, the study was anchored on an analysis of teacher leadership and distributed leadership literature comprising research based in early childhood and school education contexts. Findings based on focus groups and interviews with participants suggest that teacher leadership was perceived as a responsibility of ECE pedagogy in Finland. Centre directors were considered remote from daily practice and leadership for pedagogy within the centres was shared with teachers. Teacher leadership was enacted through assessment, planning and ensuring that pedagogy was connected with each centre’s goals. Participants’ perceptions also indicated that centres differed on how support was being provided to teacher leaders. peerReviewed

yearjournalcountryeditionlanguage
2016-08-10
http://urn.fi/URN:NBN:fi:jyu-201812215318