dc.contributor.advisor |
Cooper, Maria |
|
dc.contributor.author |
Gorst, Louise Rose |
|
dc.date.accessioned |
2021-06-02T02:34:02Z |
|
dc.date.available |
2021-06-02T02:34:02Z |
|
dc.date.issued |
2021 |
en |
dc.identifier.uri |
https://hdl.handle.net/2292/55213 |
|
dc.description.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. |
|
dc.publisher |
ResearchSpace@Auckland |
en |
dc.relation.ispartof |
Masters Thesis - University of Auckland |
en |
dc.relation.isreferencedby |
UoA |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. |
|
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
“It is so Open-ended”: Teachers’ Views, Perceptions and Experiences of Leadership and Leader Identity in Early Childhood Education |
|
dc.type |
Thesis |
en |
thesis.degree.discipline |
Education |
|
thesis.degree.grantor |
The University of Auckland |
en |
thesis.degree.level |
Masters |
en |
dc.date.updated |
2021-06-01T03:54:40Z |
|
dc.rights.holder |
Copyright: the author |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/OpenAccess |
en |
dc.identifier.wikidata |
Q112955354 |
|