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  197.     <h1 class="ep_tm_pagetitle">Recognition? Trust? Support? Presence? What really counts in early childhood leadership?</h1>
  198.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Boardman, Margot</span> (2003) <xhtml:em>Recognition? Trust? Support? Presence? What really counts in early childhood leadership?</xhtml:em> Journal of Australian Research in Early Childhood Education, 10 (1). pp. 1-11.</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2307' );" href="http://eprints.utas.edu.au/1835/1/Boardman_ARECE_10%2C_1%2C_2003%5B1%5D.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2307' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2307"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1835/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1835/1/Boardman_ARECE_10%2C_1%2C_2003%5B1%5D.pdf"><span class="ep_document_citation">PDF (Author Version)</span></a> - Requires a PDF viewer<br />97Kb</td></tr><tr><td valign="top" style="text-align:center"><a href="http://eprints.utas.edu.au/1835/2/Recognition.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a></td><td valign="top"><a href="http://eprints.utas.edu.au/1835/2/Recognition.pdf"><span class="ep_document_citation">PDF</span></a> - Full text restricted - Requires a PDF viewer<br />550Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://www.education.monash.edu.au/research/arece/journal.html">http://www.education.monash.edu.au/research/arece/journal.html</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">Nineteen school principals, twenty-one senior staff leaders (including assistant
  199. principals and advanced skills teachers) and one hundred and one
  200. Kindergarten to Grade 2 (K-2) teachers responded to a survey concerning the
  201. relative importance of thirteen attributes of early childhood leadership. Each
  202. participant was asked to rank in importance five attributes of successful school
  203. leadership from the thirteen aspects provided. Demonstration of trust and
  204. support for K-2 teachers was perceived to be the central aspect of successful
  205. leadership by both leaders and teachers. Ensuring adequate resourcing
  206. provisions for K-2 education was seen to be the second most important aspect
  207. of leadership by teachers, whilst leaders perceived helping to improve
  208. teaching practice to be the second critical aspect of successful leadership.
  209. Conflicting perceptions between the two groups were seen in relation to the
  210. aspects of sharing leadership with K-2 teachers and encouraging innovation
  211. by teachers, with leaders placing greater emphasis on these two aspects than
  212. teachers. Conversely, teachers perceived that demonstration of positive
  213. leadership presence in K-2 and possession of sound conflict and negotiation
  214. skills to be crucial to a leaders role in K-2.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">early childhood leadership, trust, support, presence, shared leadership, conflict
  215. resolution skills, resource provision</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/330109.html">330000 Education &gt; 330100 Education Studies &gt; 330109 Assessment and Evaluation</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330106.html">330000 Education &gt; 330100 Education Studies &gt; 330106 Comparative Education</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330101.html">330000 Education &gt; 330100 Education Studies &gt; 330101 Educational Psychology</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1835</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Scholarly Publications Librarian</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">27 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1835;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1835">item control page</a></p>
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