Recognition? Trust? Support? Presence?udWhat really counts in early childhood leadership?

摘要

Nineteen school principals, twenty-one senior staff leaders (including assistantudprincipals and advanced skills teachers) and one hundred and oneudKindergarten to Grade 2 (K-2) teachers responded to a survey concerning theudrelative importance of thirteen attributes of early childhood leadership. Eachudparticipant was asked to rank in importance five attributes of successful schooludleadership from the thirteen aspects provided. Demonstration of trust andudsupport for K-2 teachers was perceived to be the central aspect of successfuludleadership by both leaders and teachers. Ensuring adequate resourcingudprovisions for K-2 education was seen to be the second most important aspectudof leadership by teachers, whilst leaders perceived helping to improveudteaching practice to be the second critical aspect of successful leadership.udConflicting perceptions between the two groups were seen in relation to theudaspects of sharing leadership with K-2 teachers and encouraging innovationudby teachers, with leaders placing greater emphasis on these two aspects thanudteachers. Conversely, teachers perceived that demonstration of positiveudleadership presence in K-2 and possession of sound conflict and negotiationudskills to be crucial to a leaders role in K-2.