Leadership in early childhood education and care: Insider perspectives

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.