Support to stay and thrive: mapping challenges faced by Australia’s early years educators to the national workforce strategy 2022–2031

Leadership in Australia’s early childhood workforce policy: Silences and ambiguities as missed opportunities

“…In the context of ECEC workforce shortages, it is increasingly important to understand the attraction to leadership and its effects. Recent workforce studies demonstrate that leadership is pivotal in predicting retention or loss of staff (Thorpe et al, 2020a; 2020b) as well as morale, teamwork and shared purpose (McDonald et al, 2018). Yet, there is little agreeance on what defines ECEC leadership, whether ECEC leadership can or should be defined and whether normative measures of quality are appropriate or useful when applied to the work of leaders.…”

“…Leadership is identified as a key factor in decisions of early childhood educators and teachers to stay, or to leave their jobs (Thorpe et al, 2020a; 2020b). Educators report dissatisfaction when they perceive a lack of leadership, with high morale and teamwork most associated with leadership (McDonald et al, 2018).…”

“…Strategies likely to address retention are not evident and leaders are not included as a distinct sub-group in Focus Area 1. This is especially concerning given that those on the frontline of ECEC perceive of limited opportunities for advancement (Thorpe et al, 2023) and many end up in formal leadership positions reluctantly (Krieg et al, 2014) or accidently (Coleman et al, 2016; Ebbeck & Waniganayake, 2003; Osgood, 2004; Rodd, 2013). Thorpe et al (2023) assert that recognition and workplace conditions should be at the forefront of policy responses in order to address the issue of retention of ECEC staff.…”

“…This is especially concerning given that those on the frontline of ECEC perceive of limited opportunities for advancement (Thorpe et al, 2023) and many end up in formal leadership positions reluctantly (Krieg et al, 2014) or accidently (Coleman et al, 2016; Ebbeck & Waniganayake, 2003; Osgood, 2004; Rodd, 2013). Thorpe et al (2023) assert that recognition and workplace conditions should be at the forefront of policy responses in order to address the issue of retention of ECEC staff. Further research is warranted in order to examine workplace conditions that promote the attraction, sustaining and retention of leaders in the ECEC sector.…”

“…Given the different roles and responsibilities of ECEC frontline workers, it seems plausible that impacts may be experienced differently for leaders than for educators or teachers. This seems especially likely given that development of workplace culture and maintenance of staff morale is identified as a key responsibility of leaders (Irvine et al, 2018; Thorpe et al, 2023). This is reflected in Shaping Our Future where “workforce culture” is listed as one of the elements (as well as management) that defines Focus Area 3 Leadership and Capability .…”