EARLY CHILDHOOD TEACHERS’ PERCEPTIONS OF THEIR LEADERSHIP ROLES AT PRE-PRIMARY LEVEL

  • Aalumger Shah
  • Dr. Kiran Hashmi

Abstract

The purpose of this study is to investigate the level and manner of Early Childhood Care and Education (ECCE), teachers’ leadership roles in ECCE settings and to evaluate the teacher leaders’ support in ECCE settings as per prescribed teacher leadership dimensions: (a) developmental focus, (b) recognition, (c) autonomy, (d) collegiality, (e) participation, (f) open communication, and (g) a positive environment). A survey research was conducted in Karachi from ECCE teachers to collect the data. The researcher used purposive sampling from private sector schools. The data were analyzed and presented in the form descriptive statistics such as frequencies, percentages, and mean. Inferential statistics included the use of multiple linear regression. Correlation among all the predictors was computed and the hypothesis was tested through SPSS 20. The p value of all dimension in coefficient table is lower than P value= 0.05 and thus rejects the null hypothesis. The findings suggested that all teacher leadership dimensions contribute significantly towards maintaining positive environment in ECCE settings.

Author Biographies

Aalumger Shah
PhD Scholar at the Shaheed Zulfiqar Ali Bhutto
Dr. Kiran Hashmi
Assistant Professor at Ziauddin University.

References

Atmowardoyo, H. (2018). Research methods in TEFL studies: Descriptive research, case study, error analysis, and R & D. Journal of Language Teaching and Research, 9, 197-204.

Badaracco, J. L. (2001). We don’t need another hero. Harvard Business Review, 79(8), 120–126.

Berry, B., Byrd, A., & Wieder, A. (2013). Teacherpreneurs: Innovative Teachers Who Lead, Don’t Leave. MIDDLEWEB. https://www. middleweb.com/10664/teacherpreneurs-leading-leaving/

Creswell, J. (1994). Research design: qualitative and quantitative approaches. Thousand Oaks, California: Sage Publications.

Curtis, R. (2013). Findings a new way: Leveraging teacher leadership to meet unprecedented demands. Washington, DC: Aspen Institute.

Gronn, P. (2000). Distributed leadership as a unit of analysis. The Leadership Quarterly, 13, 423–451.

Hairon, S., & Goh, J.W.P. (2015). Pursuing the elusive construct of distributed leadership: Is the search over? Educational Management Administration and Leadership, 43(5), 693-718.

Harris, A. (Ed.). (2009). Distributed Leadership: What We Know. In Distributed Leadership (pp.11-21). DOI:10.1007/978-1-4020-9737-9_2

Harris, A., Adams, D., Jones, M. S., & Muniandy, V. (2015). System effectiveness and improvement: The importance of theory and context. School Effectiveness and School Improvement, 26(1), 1–3.

Harris, A., Jones, M., Huffman, J.B. (2018). Teachers Leading Educational Reform: The Power of Professional Learning Communities. 1st Edition. Routledge.

Hognestad, K., & Boe, M. (2015). Leading site-based knowledge development: A mission impossible? Insights from a study from Norway. In M. Waniganayake, J. Rodd, & L. Gibbs, (Eds.), Thinking and learning about leadership. Early childhood research from Australia, Finland and Norway (pp. 210-228). Sydney: Community Child Care Cooperative (NSW).

Katzenmeyer, M. H., & Moller, G. V. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. California: Corwin Press.

Leading Educators. (2015). Teacher leader competency framework. Retrieved from http://www.saiowa.org/Schreifer_TLcompetencyframework2015.pdf%5Cn

http://www.leadingeducators.org/publications.

Levin, B.B. & Schrum, L.R. (2016). Every Teacher a Leader: Developing the Needed Dispositions, Knowledge, and Skills for Teacher Leadership (Corwin Teaching Essentials) 1st Edition. Corwin.,/p>

Lieberman, A., Campbell, C., & Yashkina, A. (2017). Teacher learning and leadership: Of, by and for teachers. London, UK: Routledge/Taylor & Francis.

Manske, F. A. (1990). Secrets of effective leadership: A practical guide to success (2nd ed.). Columbia: Leadership Education and Development Inc.

McCrea, N. L. (2015). Leading and managing early childhood settings: Inspiring people, places and practices. Port Melbourne: Cambridge University Press.

Morgan, G. (1997). Historical views of leadership. In S. L. Kagan & B. T. Bowman (Eds.), Leadership in early care and education (pp. 9-14). Washington, D.C.: National Association for the Education of Young Children.

Muijs, D. & Harris, A. (2003). Teacher leadership—Improvement through empowerment. An overview of the literature. Educational Management Administration & Leadership, 31(4), 437-448.

Mulford, B. (2015). School Leaders: Changing roles and impact on teacher and school effectiveness. A Paper Commissioned by the Education and Training Policy Division, OECD, for the Activity: “Attracting, Developing and Retaining Effective Teachers”. Paris.

Quaglia, R. J., & Lande, L. L. (2016). Teacher voice: Amplifying success. Thousand Oaks, California: Corwin. https://goo.gl/uFEUX5

Rackley,R.A. (2006). A longitudinal investigation of change in teacher efficacy and perceptions of leadership following participation in a technology integration program. (PhD thesis), Texas A&M University, USA.

Silva, D., Gimbert, B., & Nolan, J. (2000). Sliding the doors: Locking and unlocking possibilities for teacher leadership. The Teachers College Record, 102(4), 779–804.

Spillane, J.P., Halverson, R., & Diamond, J. B. (2004). Towards a theory of leadership practice: Distributed perspective. Curriculum Studies, 36(1), 3–34.

Silins, H., Mulford, B., & Kivunja, C. (2015). Schools as learning organizations: the case for system, teacher and student learning. Educational Administration, 40, 425-446. http://dx.doi.org/10.1108/ 09578230210440285

Scott, G. & Kivunja, C. (2015). Change matters: Making a difference in education and training. St. Leonards: Allen Unwin.

Truskie, S. D. (2002). Leadership in high performance organizational cultures. London: Quorum Books.

Uhl-Bien, M. (2006). Relational leadership theory: exploring the social processes of leadership and organizing. Leadership Quarterly, 17, 654–676.

Woods, P.A., Bennett, N., & Harvey, J.A. (2014) Variabilities and dualities in distributed leadership: Findings from a systematic literature review. Educational Management Administration & Leadership, 32(4), 439–457.

York-Barr, J. & Duke, K. (2017). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 4(3), 255-316

Published
2021-07-15