Thesis
Australian early childhood professional's perspectives of factors that influence the role of the educational leader
Southern Cross University
Masters by Thesis, Southern Cross University
DOI:
https://doi.org/10.25918/thesis.511
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Abstract
Research has indicated a significant link between leadership and high-quality early childhood education and care (ECEC). Consequently, the role of the educational leader was established by the Australian Children’s Education and Care Quality Authority (ACECQA) through the inception of the National Quality Framework in 2012. The role of the educational leader was established to improve the quality of ECEC services in Australia. However, thirteen years on, there is still a lack of understanding about the requirements of the role and the impact that educational leaders have on the provision of quality ECEC.
This study investigated the role of the educational leader in Australian long day-care and preschool services. The study was informed by a constructivist paradigm and framed using Bronfenbrenner’s ecological systems theory and Vygotsky’s socio-cultural theory. Data was collected through an online survey and involved qualitative and quantitative methods. Early childhood professionals were invited to complete the survey to gain an in-depth understanding of the educational leader’s role and responsibilities, and the contextual factors which influence the role. Findings revealed most early childhood professionals understand the role of the educational leader, however there are key factors which influence the enactment of the role including qualification and past experience. Applying Bronfenbrenner’s ecological systems theory to the findings suggested that the early childhood professionals in the role of the educational leader are most influenced by the microsystem, mesosystem and exosystem. This study contributes to the limited research on the role of the educational leader by offering new insights into the key factors which are perceived to influence the enactment of the role. The findings identified that the early childhood professionals perceived that a combination of past experience in the sector and a degree qualification influences the role of the educational leader. The findings from this research may support individuals in understanding what factors influence the role and enable service leaders to understand how to support the individual in the role. In supporting the individual in the role, service leaders are enabling practices that promote high-quality ECEC. These findings have the potential to be used to inform future policy and educational leadership practice. Recommendations are made for future research.
Details
- Title
- Australian early childhood professional's perspectives of factors that influence the role of the educational leader
- Creators
- Teagan Armstrong
- Contributors
- Wendy Boyd (Supervisor) - Southern Cross UniversityAlicia Jane Phillips (Supervisor) - Southern Cross University
- Awarding Institution
- Southern Cross University; Masters by Thesis
- Theses
- Masters by Thesis, Southern Cross University
- Publisher
- Southern Cross University
- Number of pages
- 146
- Identifiers
- 991013309328402368
- Copyright
- © Teagan Armstrong 2025
- Academic Unit
- Faculty of Education
- Resource Type
- Thesis