A change agent for improving quality: The educational leader in Australian early childhood education and care

Abstract

Recognising the importance of effective leadership in early childhood education and care (ECEC), the Australian Government mandated an educational leader role be created within ECEC services as part of the National Quality Reform Agenda. This study seeks to understand the educational leader role and its potential for improving quality in ECEC through the lived experiences of those most influenced by this reform: educational leaders and early childhood professionals (directors, teachers, and educators who are not the educational leader) employed in approved prior-to-school ECEC services. These services include long day care, kindergarten, preschool, and family day care. The study employed a mixed methods phenomenological approach with an explanatory, sequential, qualitative dominant design. Data were collected in two phases. Phase One involved an online national survey involving ECEC professionals from all states and territories, with analysis of this first phase (n = 279) providing a broad understanding of the educational leader role from the perspective of both educational leaders (n = 207) and early childhood professionals (n = 70). Phase Two of the study provided a deeper insight into the role, with data gathered through semi-structured interviews (n = 22), again from the perspective of both educational leaders and early childhood professionals. The findings indicate that while the majority of participants perceive the educational leader role to be beneficial, many are concerned about how the role is being implemented and perceive the role to be working only sometimes and in some ways. A lack of attention to contextual factors influencing leadership has limited the potential of leadership provided by the educational leader. In response to these findings an ECEC Leadership for Improving Quality Framework was developed. This framework is also informed by key literature from three interrelated fields: quality in ECEC, leadership, and educational change. It is presented in the conclusion of this thesis in order to inform the discourse around leadership in ECEC, to support the processes used to improve quality, and to inform further policy and reform.