Abstract:This article draws on interviews with 29 managers and deputy managers within 15 nurseries in the private sector in England. The author argues that, whilst there is a growing literature on management and professionalism within the Early Years (EY) sector, there is less known about the actual experiences of being a manager in this
SumarioEste artículo utiliza entrevistas con 29 directores y subdirectores dentro de 15 guarderías infantiles en el sector privado en Inglaterra. El autor discute eso, mientras hay un… Show more
“…Furthermore, the more these relationships were viewed as 'synergistic, the more the school was considered to be effective with children's learning and development…' (136). School heads might face challenges related to a heavy work load and the responsibilities inherent in their tasks; but as Preston (2013) asserts, they also see themselves as making a contribution to the organisation and appreciate the opportunity to gain professional development for both themselves and the staff.…”
Section: Management and Leadership In Educational Settingsmentioning
This article focuses on Swedish preschool managers' views of their tasks and daily work: activities, conditions, challenges and ideas on leadership. Five preschool managers were asked to write diary notes during a couple of weeks at work. Through the analysis process, we were inspired by Yukl's hierarchical behaviour taxonomy. The taxonomy divides leadership behaviours into four parts, task-oriented, relations-oriented, change-oriented and external. The taxonomy was used in terms of positions the managers navigate between, rather than considering them as being bearers of certain behaviours. Data indicate that these preschool managers mainly use the task-oriented and the relation-oriented position. We noticed that they also activate positions oriented to change and external contacts and network building, but to a significantly lesser extent. They solve all kind of problems and many of their stories are about how they strive to meet the needs of children, parents and staff.
“…Furthermore, the more these relationships were viewed as 'synergistic, the more the school was considered to be effective with children's learning and development…' (136). School heads might face challenges related to a heavy work load and the responsibilities inherent in their tasks; but as Preston (2013) asserts, they also see themselves as making a contribution to the organisation and appreciate the opportunity to gain professional development for both themselves and the staff.…”
Section: Management and Leadership In Educational Settingsmentioning
This article focuses on Swedish preschool managers' views of their tasks and daily work: activities, conditions, challenges and ideas on leadership. Five preschool managers were asked to write diary notes during a couple of weeks at work. Through the analysis process, we were inspired by Yukl's hierarchical behaviour taxonomy. The taxonomy divides leadership behaviours into four parts, task-oriented, relations-oriented, change-oriented and external. The taxonomy was used in terms of positions the managers navigate between, rather than considering them as being bearers of certain behaviours. Data indicate that these preschool managers mainly use the task-oriented and the relation-oriented position. We noticed that they also activate positions oriented to change and external contacts and network building, but to a significantly lesser extent. They solve all kind of problems and many of their stories are about how they strive to meet the needs of children, parents and staff.
Charlotte Richman, MA student at the University of Chichester, looks at some of the issues linked to the current recruitment and retention crisis in the early years sector. She discusses different areas of research alongside the views of practitioners who currently work or have previously worked within the sector.
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