What makes good even better? Excellent EC leadership

Title
What makes good even better? Excellent EC leadership
Publication Date
2019
Author(s)
Sims, Margaret
( author )
OrcID: https://orcid.org/0000-0003-4686-4245
Email: msims7@une.edu.au
UNE Id une-id:msims7
Waniganayake, Manjula
Hadley, Fay
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Emerald Publishing Limited
Place of publication
United Kingdom
DOI
10.1108/IJEM-01-2018-0032
UNE publication id
une:1959.11/27103
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.
Link
Citation
International Journal of Educational Management, 33(4), p. 573-586
ISSN
1758-6518
0951-354X
Start page
573
End page
586

Files:

NameSizeformatDescriptionLink