A qualitative study of kindergarten teachers’ views on superintendents’ authority and power

Abstract

PurposeThe study aimed to explore the authority and power of kindergarten superintendents in public education to elucidate their leadership dynamics.Design/methodology/approachSemi-structured interviews were conducted with 24 Israeli kindergarten teachers about the authority and power of their superintendents. Thematic analysis was used to construct a description of two overarching authority categories: formal and informal.FindingsWithin the realm of formal authority, two prevalent leadership types were discerned: bureaucratic management and management by exception. Each type incorporated distinct official strategies for influencing kindergarten teachers. Three predominant informal leadership types emerged – authoritarian, empowering and pedagogical – reflecting different unofficial approaches to influencing kindergarten teachers. The study elucidates the power base that underpins each leadership type, describing the resources superintendents use for influence and leverage.Originality/valueThe importance of the study lies in providing valuable insights into the authority and power of kindergarten superintendent leadership in a centralized public early childhood system.