Abstract
Purpose: The purpose of this paper is to explore sense-making of early childhood (EC) leaders in EC services rated as exceeding/excellent in Australian accreditation. Design/methodology/approach: An interpretivist ontology and social constructivist epistemology informs the study. The conceptual framework uses the concept of sense-making to explore how leaders make sense of the policy frameworks and use these to shape practice. Findings: Previous research identified that many leaders focussed on ensuring staff complied with new policy requirements. In contrast, this study found that these leaders paid more attention to relationships with staff and less to directing compliance. Practical implications: The paper posits high quality service delivery is possible when leaders (in the words of a participant) look after their staff. Originality/value: In Australia, neoliberal discourses have profoundly impacted on recent reforms in the EC sector. Previous research identified the ambiguities inherent in the Australian EC leadership role as leaders and staff grappled with new understandings and practices, and the uncertainties around lines of authority and influence. This paper is the first to explore the understandings of those leaders whose services are assessed to be operating at the highest level of quality.
| Language | English |
|---|---|
| Pages | 573-586 |
| Number of pages | 14 |
| Journal | International Journal of Educational Management |
| Volume | 33 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2019 |
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What makes good even better? Excellent EC leadership. / Sims, Margaret; Waniganayake, Manjula; Hadley, Fay.
In: International Journal of Educational Management, Vol. 33, No. 4, 2019, p. 573-586.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - What makes good even better? Excellent EC leadership
AU - Sims,Margaret
AU - Waniganayake,Manjula
AU - Hadley,Fay
PY - 2019
Y1 - 2019
N2 - Purpose: The purpose of this paper is to explore sense-making of early childhood (EC) leaders in EC services rated as exceeding/excellent in Australian accreditation. Design/methodology/approach: An interpretivist ontology and social constructivist epistemology informs the study. The conceptual framework uses the concept of sense-making to explore how leaders make sense of the policy frameworks and use these to shape practice. Findings: Previous research identified that many leaders focussed on ensuring staff complied with new policy requirements. In contrast, this study found that these leaders paid more attention to relationships with staff and less to directing compliance. Practical implications: The paper posits high quality service delivery is possible when leaders (in the words of a participant) look after their staff. Originality/value: In Australia, neoliberal discourses have profoundly impacted on recent reforms in the EC sector. Previous research identified the ambiguities inherent in the Australian EC leadership role as leaders and staff grappled with new understandings and practices, and the uncertainties around lines of authority and influence. This paper is the first to explore the understandings of those leaders whose services are assessed to be operating at the highest level of quality.
AB - Purpose: The purpose of this paper is to explore sense-making of early childhood (EC) leaders in EC services rated as exceeding/excellent in Australian accreditation. Design/methodology/approach: An interpretivist ontology and social constructivist epistemology informs the study. The conceptual framework uses the concept of sense-making to explore how leaders make sense of the policy frameworks and use these to shape practice. Findings: Previous research identified that many leaders focussed on ensuring staff complied with new policy requirements. In contrast, this study found that these leaders paid more attention to relationships with staff and less to directing compliance. Practical implications: The paper posits high quality service delivery is possible when leaders (in the words of a participant) look after their staff. Originality/value: In Australia, neoliberal discourses have profoundly impacted on recent reforms in the EC sector. Previous research identified the ambiguities inherent in the Australian EC leadership role as leaders and staff grappled with new understandings and practices, and the uncertainties around lines of authority and influence. This paper is the first to explore the understandings of those leaders whose services are assessed to be operating at the highest level of quality.
KW - neoliberalism
KW - leadership
KW - early childhood
UR - http://www.scopus.com/inward/record.url?scp=85064554221&partnerID=8YFLogxK
U2 - 10.1108/IJEM-01-2018-0032
DO - 10.1108/IJEM-01-2018-0032
M3 - Article
VL - 33
SP - 573
EP - 586
JO - International Journal of Educational Management
T2 - International Journal of Educational Management
JF - International Journal of Educational Management
SN - 0951-354X
IS - 4
ER -