Early Childhood Principal Leadership Training: Perceptions of Leadership Training in Quality Provision in Singapore

Abstract

Past research shows that perceptions of quality and leadership are contextually based, and they influence how early childhood education (ECE) educators view leadership and leadership training. However, little research has been conducted on leadership training; although schoolleadership research shows that there is a direct link between quality provision, leadership and leadership training. In 2012, the Starting Well Index (2012) positioned Singapore ECE quality at 29th out of 45 countries. It signalled the importance of investigating the effectiveness of the mandatory ECE leadership training in Singapore to see the extent it has prepared ECE principals in providing quality ECE services, and to suggest ways to close any gaps found. Therefore, the research question was, “What, and to what extent, do ECE principals believe that leadership training is important in quality ECE provision in Singapore?” This thesis was positioned within a descriptive framework, using a qualitative multimethod sequential design, based on a backward mapping logic approach model. Face to face interviews were conducted with ECE principals, teachers, and lecturers in Phase-1 exploratory study. In Phase-2 confirmatory and explanation study, only ECE principals, the key research participants, were surveyed via online questionnaires. Phase-2 data analysis showed that the ECE principals in Singapore tended to conceptualize eight quality dimensions and six leadership dimensions as important in quality ECE provision. The latter showed an integration of both Eastern and Western concepts of leadership. Finally, the Phase-2 results showed that although the ECE principals in Singapore tended to perceive the Singapore mandatory leadership training modules as helpful, there were five key gaps in the leadership training that needed to be closed in order to support the principals effectively. Two additional further findings that contribute to new knowledge were, firstly, ECE principals in Singapore faced challenges in meeting the demands of the Singapore Pre-school Accreditation Framework (SPARK) participation, as a form of their quality ECE provision evaluation; secondly, there were inconsistencies in the delivery of the Singapore mandatory ECE leadership training curriculum. The implications of this study include the need to re-design the leadership training curriculum in Singapore; to re-examine the leadership training policy issues; and to review the SPARK participation support for ECE centres and principals. Therefore, this thesis contributes new knowledge to early childhood educators, operators, training providers, policy makers and the qualification accreditation body in designing content, policy decision making and leadership training provision. Keywords: early childhood education, perception, quality provision, leadership, leadership training, leadership development, Singapore