Including the Personal and the Professional: researching women in educational leadership

Building a model of early years professionalism from practitioners’ perspectives

“…The researcher needs to distinguish between different methodological approaches, identifying the advantages and disadvantages and then employing those most appropriate for the research. The semi-structured interviews, video-reflective-dialogues and focus group meeting were interactive processes and these combined strategies were effective in gaining deeper insights into the values and views of the respondents (Blenkin and Kelly, 1997; Sabar, 1994; Sachs, 1999; Strachen, 1993). As stated earlier, enabling the respondents to raise their interests and issues was an important feature of the methodology.…”

Leadership is not a dirty word: Exploring and embracing leadership in ECEC

“…There has been a so-called European Early Childhood Education Research Journal stereotypically feminine leadership style (mainly embodied by women) which is purported to emphasise relationships, communication, be motivating and privilege democracy and participation (Shakeshaft 1989). This approach is said to reflect a preference to achieve power for people, rather than power over them (Hall 1996) and is more affiliative, less hierarchical, and also based on collaboration and power sharing (Strachan 1993). Research indicates that early childhood practitioners seem to favour this style, preferring caring and emotional leaders (Jónsdóttir, 1999;Muijs et al 2004;Rodd 2006).…”

Gender and teacher development: issues of power and culture1

“…Thus, in Apple and Jungck's view, women teachers are in fact disadvantaged compared with men. This view is supported by Strachan (1993), who observed that a group of women teachers who met for support and training spoke of their family lives as well as their work. They did not separate work from family life.…”