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<title>UTas ePrints - Recognition? Trust? Support? Presence? What really counts in early childhood leadership?</title>
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<meta content="Boardman, Margot" name="eprints.creators_name" />
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<meta content="Recognition? Trust? Support? Presence?
What really counts in early childhood leadership?
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<meta content="Nineteen school principals, twenty-one senior staff leaders (including assistant
principals and advanced skills teachers) and one hundred and one
Kindergarten to Grade 2 (K-2) teachers responded to a survey concerning the
relative importance of thirteen attributes of early childhood leadership. Each
participant was asked to rank in importance five attributes of successful school
leadership from the thirteen aspects provided. Demonstration of trust and
support for K-2 teachers was perceived to be the central aspect of successful
leadership by both leaders and teachers. Ensuring adequate resourcing
provisions for K-2 education was seen to be the second most important aspect
of leadership by teachers, whilst leaders perceived helping to improve
teaching practice to be the second critical aspect of successful leadership.
Conflicting perceptions between the two groups were seen in relation to the
aspects of sharing leadership with K-2 teachers and encouraging innovation
by teachers, with leaders placing greater emphasis on these two aspects than
teachers. Conversely, teachers perceived that demonstration of positive
leadership presence in K-2 and possession of sound conflict and negotiation
skills to be crucial to a leaders role in K-2." name="eprints.abstract" />
<meta content="2003" name="eprints.date" />
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<meta content="Nineteen school principals, twenty-one senior staff leaders (including assistant
principals and advanced skills teachers) and one hundred and one
Kindergarten to Grade 2 (K-2) teachers responded to a survey concerning the
relative importance of thirteen attributes of early childhood leadership. Each
participant was asked to rank in importance five attributes of successful school
leadership from the thirteen aspects provided. Demonstration of trust and
support for K-2 teachers was perceived to be the central aspect of successful
leadership by both leaders and teachers. Ensuring adequate resourcing
provisions for K-2 education was seen to be the second most important aspect
of leadership by teachers, whilst leaders perceived helping to improve
teaching practice to be the second critical aspect of successful leadership.
Conflicting perceptions between the two groups were seen in relation to the
aspects of sharing leadership with K-2 teachers and encouraging innovation
by teachers, with leaders placing greater emphasis on these two aspects than
teachers. Conversely, teachers perceived that demonstration of positive
leadership presence in K-2 and possession of sound conflict and negotiation
skills to be crucial to a leaders role in K-2." name="DC.description" />
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<h1 class="ep_tm_pagetitle">Recognition? Trust? Support? Presence? What really counts in early childhood leadership?</h1>
<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
principals and advanced skills teachers) and one hundred and one
Kindergarten to Grade 2 (K-2) teachers responded to a survey concerning the
relative importance of thirteen attributes of early childhood leadership. Each
participant was asked to rank in importance five attributes of successful school
leadership from the thirteen aspects provided. Demonstration of trust and
support for K-2 teachers was perceived to be the central aspect of successful
leadership by both leaders and teachers. Ensuring adequate resourcing
provisions for K-2 education was seen to be the second most important aspect
of leadership by teachers, whilst leaders perceived helping to improve
teaching practice to be the second critical aspect of successful leadership.
Conflicting perceptions between the two groups were seen in relation to the
aspects of sharing leadership with K-2 teachers and encouraging innovation
by teachers, with leaders placing greater emphasis on these two aspects than
teachers. Conversely, teachers perceived that demonstration of positive
leadership presence in K-2 and possession of sound conflict and negotiation
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
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 > 330100 Education Studies > 330109 Assessment and Evaluation</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330106.html">330000 Education > 330100 Education Studies > 330106 Comparative Education</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330101.html">330000 Education > 330100 Education Studies > 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&eprintid=1835">item control page</a></p>
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