Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/29970
Title: Leadership in early childhood education and care: Insider perspectives
Authors: Fogarty, Lewis
Advisors: Chappell, A
Jones, D
Keywords: Professional confidence;Early Years;Early Childhood;Leadership development
Issue Date: 2024
Publisher: Brunel University London
Abstract: This research investigates the intricate landscape of Early Childhood Education and Care (ECEC), seeking to explore the factors that influence good leadership through the perspective of fifteen professionals. The study navigates the contested terrain of ECEC's purpose, acknowledging diverse perspectives influenced by contextual factors. Current literature suggests multifaceted notions of leadership in ECEC, encompassing pedagogical, entrepreneurial, and social justice dimensions. Recognising the need to capture the unique essence of the sector, this research employs a participatory methodological framework, merging feminist-pragmatism, praxeology, and phenomenology. Through a lens of experience-centered narrative research, this research unfolds the collective purpose of ECEC and its leadership, exploring the responsibilities vested in all stakeholders. The chosen methodological framework fosters trust and openness, allowing participants to share nuanced stories, contributing to the identification of layers of meaning. Thematic analysis reveals essential insights, paving the way for a deeper understanding of leadership challenges and good leadership within the ECEC workforce. Research findings advocate for the dissolution of barriers and the fostering of collaboration and envisions a future where ECEC stakeholders possess enhanced professional confidence. Such empowerment, coupled with a collective identity, holds the potential to cultivate a more competent and cohesive ECEC sector for generations to come.
Description: This thesis was submitted for the award of Doctor of Education and was awarded by Brunel University London
URI: http://bura.brunel.ac.uk/handle/2438/29970
Appears in Collections:Education
Dept of Education Theses

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