Positive Leadership Development in Relation to Quality ECE

Through our roles as the Operations Manager and Senior Teacher of the Ruahine Kindergarten Association, New Zealand, we have been researching the development of New Zealand early childhood leaders, and what leadership... [ view full abstract ]

Through our roles as the Operations Manager and Senior Teacher of the Ruahine Kindergarten Association, New Zealand, we have been researching the development of New Zealand early childhood leaders, and what leadership qualities are valued by early childhood leaders. This has further indicated correlations between the leadership capabilities of the Head Teacher/Manager, and quality ECE (as defined by our indicators) experienced by children at a centre. These explorations have informed the implementation of a development programme for new and aspiring leaders and prompted us to probe further into this area. Research has found there is an underlying assumption that leadership skills are just acquired rather than through training or nurturing. The implication is that ECE leaders come to their position with variable leadership development experience and skill sets. This is of concern given the well-established and evidenced link between effective leadership and quality provision. Reliance solely on variable leadership development experience and skillsets, in the absence of established leadership training or professional development that supports effective leadership, leads to variable quality of education and care that young children in ECE receive and experience. Our research focuses on a relational approach to our leadership programme for new leaders to ensure not only sustainable leadership across our Kindergarten Association, but sustained quality for children during the transition from the previous leader to the new.

Keywords: Leadership, Early Childhood, Leadership Development, Sustainable Leadership, ECE, Quality