Leadership practices and indicators of quality, connected through internal evaluation processes in the New Zealand ECE sector

Abstract

The last few years has seen a significant increase in the attention paid to leadership in the New Zealand early childhood education (ECE) sector, particularly in guiding documents. While these provide greater clarity than previously on expectations around leadership practice, a greater understanding of what leadership means and how it is implemented in different contexts is still needed. This article is based on a study exploring how educational leadership is practised through internal evaluation processes in New Zealand ECE services, and how these practices support the professional capabilities and capacities of teachers. Previous research has highlighted that a practice approach to leadership removes the focus on the individual leader and allows leadership to emerge from collective action. The objectives of this research study were: to develop a better understanding of how educational leadership is practised through internal evaluation processes; explore what challenges or enables teachers to become involved and practise educational leadership through internal evaluation processes; and to understand how services monitor the impact of changes on teaching practice, made as a result of an internal evaluation.
 This qualitative research, which took the form of an interpretive case study, was framed around a single case design with multiple units of analysis. Data were gathered from three participating ECE services through interviews, focus groups and observations, and drew on the perspectives of both teachers and positional leaders. A reflexive thematic data analysis approach was employed, and four key themes were developed: identification with leadership; supportive workplace culture; continuous improvement; and effective leadership practices in ECE services. Seven effective leadership practices were also identified: relational leadership; creating the conditions for teamwork; engagement; knowledge expertise and sharing opinions; shared decision making; facilitating and guiding and accountability and organisation. This article contributes to our further understanding of educational leadership practices in New Zealand ECE services.

Early childhood teachers engaging with leadership narratives in policy

“…It is vital that teachers accept themselves as potential leaders who can influence educational outcomes for learners (Katzenmeyer & Moller, 2016). However, some teachers continue to associate leadership with formal titles only, leaving them uncertain about how the notion of leadership applies to their own practice (Egan-Marnell & Thornton, 2021). Therefore, it is equally important to acknowledge that teachers may feel hesitant about leadership as a policy or practice expectation, and to consider ways such hesitancies might be addressed.…”

“…While this policy document suggests that leaders are both capable and have access to leadership learning support, this may not be the case for all. Recent research points to the ongoing limited access to leadership learning in ECE (Egan-Marnell & Thornton, 2021). This indicates that a more concerted effort at the national level may be necessary to ensure equitable access to leadership learning support for all.…”

“…This indicates that a more concerted effort at the national level may be necessary to ensure equitable access to leadership learning support for all. Fortunately, there is a growing focus in NZ on policies that specifically address leadership practices of both teachers and leaders in education (Egan-Marnell & Thornton, 2021).…”