Leadership in Evasion: The Quiet Protest of Israeli Preschools Managers in Reform Implementation

Autor/in	Tamir, Emanuel
Titel	Leadership in Evasion: The Quiet Protest of Israeli Preschools Managers in Reform Implementation
Quelle	In: International Journal of Leadership in Education, 26 (2023) 3, S.516-537 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2020.1808709
Schlagwörter	Foreign Countries; Preschools; Administrators; Educational Change; Early Childhood Education; Administrator Attitudes; Resistance (Psychology); Israel + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Resistenz
Abstract	The research aimed to analyze the attitudes of Pre-School Managers (PSMs) towards a reform that was not adapted to the needs of the early childhood education system and its characteristics. Qualitative data were elicited from interviews with pre-school leaders, document analysis and a focus group. Findings indicated that PSMs felt that the reform was inappropriate for their professional requirements and even prevented fulfilment of their responsibility. They claimed that the reform served the interests of other stakeholders and felt neglected. The expectations from the PSMs conflicted with their overall professional obligations towards the children. An independent group of leaders, all PSMs, organized to voice their objections publicly, while other PSMs chose to ignore the reform and did not implement it. They did not declare their resistance formally, but remained dissatisfied. Although PSMs are a relatively weak, isolated and quiet group, they led resistance to the reform, even without their union's support. The article's significance lies in identifying the necessity to adapt reforms to particular needs of the early childhood system. It also highlights the contribution of PSMs, manifesting consistent professional responsibility and professional approaches to assist their quiet leadership, without the system's organizational support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01