Organising and Leading Systematic Quality Work in the Preschool -- Preschool Managers' Perspectives

Autor/in	Håkansson, Jan
Titel	Organising and Leading Systematic Quality Work in the Preschool -- Preschool Managers' Perspectives
Quelle	In: School Leadership & Management, 36 (2016) 3, S.292-310 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2016.1247043
Schlagwörter	Foreign Countries; Preschool Education; Administrators; Preschool Curriculum; Leadership; Educational Administration; Governance; Qualitative Research; Administrative Organization; Case Studies; Questionnaires; Sweden + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Vorschulerziehung; Führung; Führungsposition; Bildungsverwaltung; Schuladministration; Schulverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Qualitative Forschung; Case study; Fallstudie; Case Study; Fragebogen; Schweden
Abstract	Preschool managers' responsibility for and leadership of systematic quality work has come to the fore in connection with changes made to the Swedish preschool curriculum. The aim of this study is to contribute to the understanding of preschool managers' leadership and management of the systematic quality work in Swedish preschools with reference to three specific domains: (i) governance, leadership/management and organisation, (ii) content and methods and (iii) development work and collegiate learning. Using qualitative methods, 18 preschool managers' perspectives of leading systematic quality work have been analysed in relation to previous research. The results show a tension between linear and interactive forms of governance in the systematic quality work, but also that knowledge gaps among the staff can lead to uncertainties that the preschool manager has to address. At the same time, the results show the diversity of and variation in how children's development and increased proficiency are documented, while the documentation of the quality of the work focuses on learning environments rather than on teaching and teacher competence. In the study, there are traces of what can be characterised as leadership for learning. This needs to be investigated more closely using other methods in future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01