“It is so Open-ended”: Teachers’ Views, Perceptions and Experiences of Leadership and Leader Identity in Early Childhood Education

Abstract

This thesis describes and explores New Zealand early childhood teachers’ views, perceptions and experiences of educational leadership and their leader identity. In particular, this study sought teachers’ views around the types of leadership practice they have experienced, their perceptions of themselves as leaders and also what knowledge and experience support them to negotiate and develop their own leader identity. Qualitative data were collected from six teacher participants from two early childhood services who were involved in one focus group and one individual interview, and also from analysis of centre documentation. The data from these three sources were analysed using an interpretive, inductive and thematic approach. Key findings identified included viewing leadership knowledge and understanding as a complex notion as it was influenced by teachers’ past and present experiences, seen as ever-evolving and socially constructed with people and places. Another finding revealed that the teachers had positive perceptions of themselves as teacher leaders, and with positive support and encouragement, enjoyed leading in various areas. Both settings included leaders who practised effective leadership by promoting and encouraging teachers to experience a range of roles and responsibilities and inviting teachers to lead in areas based on their strengths, interests and passions. Finally, the teachers embraced learning on-the-job as a preferred way of developing their own leader identity and leadership knowledge, skills, and practice. My study argues that teachers’ construction of a leader identity and their enactment of leadership practice is dependent on the environment and the people around them, in particular formal leaders. Implications for teachers and leaders in early childhood education include understanding leadership as a diverse and unique practice, valuing learning on-the-job rather than relying only on set and prescribed leadership frameworks, and acknowledging the role that supportive positional leaders play in establishing an environment conducive to teacher leadership practice and teachers constructing a positive leader identity.