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Abstract
This study examines the ways in which early childhood leaders have prepared themselves for the leadership roles given the lack of articulated competencies and pathways to lead institutions of early childhood education. A study by Khattab (1996) on the academic profiles of early childhood educators showed that their qualification is poor to say the least. Research has shown that there is a high correlation between quality early years setting and good leadership(Muijis et al., 2004; Pugh, 2001; Rodd, 2006; Robins and Callan, 2009; Siraj-Blatchford and Manni, 2008). According to McCall (2004) leadership skills are mostly acquired through experience but experience alone doesn’t guarantee that leaders have the knowledge to be effective leaders. Little is known about those filling these roles and scant attention has been paid to the educational and professional development needs of these leaders, especially in the Arab region. This study will use a grounded theory methodological approach to learn about the lived experiences of ten early childhood leaders from various Arab countries, and from this derive a contribution to a theoretical understanding of essential skills, knowledge, and experiences needed to fulfil this role. Data will be analyzed using the constant comparative method of the grounded theory.
This research is hoping to identify the core competencies necessary for the preparation of today’s early childhood leaders that will have implications on policymaking and certification in the field of Early Childhood Education in the region.
Chapter 1: Background and Discussion of Thesis Question
It is a known fact among researchers that the first five years of the child’s life are crucial ones and the quality of early experiences will significantly impact the later success (Debord, 1991, Vandell 2004, Vandell & Wolfe, 2003). Brain development research also shows that the early years have a great impact on children’s future academic achievement (Fleer, 2002; Thompson, 1998). Research shows a significant relationship between a quality preschool program and improved academic and social outcomes for children, especially where the manager is highly qualified (Slyvae et. al, 2004).
A study by Bella and Bloom (2003) Zoom: The Impact of Early Childhood Leadership Training on Role Perceptions, Job Performance, and Career Decisions were conducted with a sample of 182 participants who took part in two different models of leadership training. It was found that the perception of competence is strongly linked to the level of education and less to the years of experience. These findings correlate with the finding from Sylva et al.The Effective Provision of Pre-School Education (EPPE) study that found that the higher the qualifications of the manager, the better the quality of the curriculum and the relationship with and between staff and parents (Sylva et al, 2004).
Most of the research supports the fact that the higher the quality of early childhood leadership the better the learning outcomes for children (Vandell and Wolfe, 2000).
Since the dawn of the 21st century, the field of education is making a paradigm shift from a K-12 to P-12 due to the recognition of the importance of early childhood education, hence the need for effective leadership in this field (Mid-Continent Research for Education and Learning [McREL], 2013). However, research on the field of early childhood leadership is almost non-existent (Dockett &Sumison, 2004; Geoghegan, Petriwskyj, Bower, & Geoghegan, 2003; Mujis, Aubrey, et al, 2004) and most of the leading research is on K-12 (Spillane, 2003; Rosenholtz, 1989; Hallinger & Heck, 1996).
Early childhood directors are considered “the gatekeepers of quality” as their responsibility is to create an enriching environment that helps the children grow socially and intellectually and ensure that quality is maintained (Bloom 1992; Rood 1994; Kagan & Bowman 1997; Culkin 2000). However, professional training for early years’ administrators is often than not inadequate. Hence, it is important to have a high-quality early childhood program, however, there are training opportunities on child development, assessment, classroom management or curriculum design, but not on the leadership and management of the program (Muijs, Aubrey, Harris, & Briggs, 2004).
Purpose and Statement of the Problem
My educational background and work experience triggered my interest. I have worked as an early childhood administrator in national as well as international schools in Lebanon and Egypt. I also visited several schools in UAE as well as met early childhood administrators from Dubai, Jerusalem and Saudi Arabia. The major concern that we all shared was the lack of understanding of the complexity of the early childhood leader’s role and the skills required to prepare for this role. This is in line with what the literature reports on the experience of early childhood leaders worldwide (Talan, Bloom, & Kelton, 2011).
Throughout the years I have witnessed that early childhood leadership roles are not necessarily filled by those who acquired degrees in early childhood but rather because of the demonstration of good teaching skills or longevity in their position. Moreover, those who hold degrees in an early childhood education as teachers might be lacking the basic knowledge and understanding of organizational leadership. According to McCall (2004) leadership skills are mostly acquired through experience but experience alone doesn’t guarantee that leaders have the knowledge to be effective leaders.
Professional positions, other than early childhood usually have a career path. For example, an elementary or high school principal holds the position of an assistant principal for a few years before assuming the principal position. However, this is not the case in an early childhood setting as they are usually promoted directly from within the teaching staff (Bredekamp, 1995; Culkin, 2000; Larkin, 1999)
Most of the research on early childhood in the MENA region is done by the UNESCO (Khattab, 1995; Faour, & Al Suwaigh, August 2010) or the World Bank (El-Kogali and Krafft 2015) and they tackle the status of Early Childhood (EC) education in general with emphasis on curriculum, programs, child care as in health and nutrition and teachers. There is little or no reference to EC leadership and its role in these studies.
This study will explore early childhood leadership in the Middle East and North African region. It will examine how early childhood leaders managed their departments or centres despite the lack of early childhood leadership based preparation program in the region hoping to understand the expectations and demands of the early childhood leaders’ role and the experiences that contribute to their leadership growth as well as the challenges that hinder it, from the perspective of ten early childhood administrators from various Arab countries. The purpose of this qualitative study is to identify the leadership practices that are deemed good by these leaders, making a first instalment of culturally grounded understanding of this leadership role…………..
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