Early childhood centre directors coping with stress: firefighters and oracles

Abstract

PurposeEarly childhood education (ECE) centre directors have to meet various leadership demands at present, and this has become even more important in a time of extensive policy changes. There is little research on work-related stress from the perspective of ECE directors. The purpose of this study was therefore to enhance one’s knowledge of (a) what ECE centre directors perceive to be work-related stressors; (b) what causes stressful situations; and (c) how they cope with the identified stressors.Design/methodology/approachEighty directors from three groups in part-time leadership education programmes participated between 2017 and 2020. Data was collected through class discussions and whiteboard notes, focus group interviews with 24 directors and student role-play scenarios that were acted out in class.FindingsThe findings illustrated three main categories of stressors: an overwhelming number of administrative tasks, leading others and lack of social support. Unexpected findings were a lack of knowledge about coping strategies and a need for more resources so that directors can focus on pedagogical leadership.Research limitations/implicationsThe study has been done in the Norwegian educational context with Norwegian ECE centre directors participating in a leadership programme. Several qualitative methods were used on three groups of centre directors. These limitations must be considered when generalizing.Practical implicationsThe results can be used as guidance for supporting ECE centre directors, owners and policymakers in how to develop and sustain leadership and increase well-being and work satisfaction.Originality/valueThe current study is among the few ones focussing on perceived stressors among centre directors and the consequent coping in the early childhood setting.