Kay, L. orcid.org/0000-0002-9740-3564, Wood, E., Nuttall, J. et al. (1 more author) (2025) How do graduate leaders in England discursively construct their leadership roles in early childhood education? Educational Management Administration and Leadership. ISSN 1741-1432
Abstract
The professionalisation of the workforce in Early Childhood Education (ECE) is aligned with policy aspirations in England and internationally to raise the quality of provision, reduce inequalities in children’s outomes, and improve standards. This paper aims to consider how policy discourses of leadership are interpreted by Graduate Leaders, and the discursive conceptualisation and enactment of their roles in practice. The analysis adopts a reflexive re-viewing of interviews with Graduate Leaders in a range of ECE settings in the context of continued crises in the workforce in England. The interviews were conducted in Phase 1 of the Australia-England project Learning-rich leadership for quality improvement in early childhood education, funded by the Australian Research Council (DP180100281). The project aimed to develop a new theorisation of ECE leadership, and to understand the ongoing effects of policy on leadership practices for quality improvement. The analysis identified four main roles: team player, pedagogical leader, responsible agent, and change agent. Evidence of the impact of policy took the form of attributes related to accountability and compliance, whereas constructions related to learning and quality were characterised by attributes linked to established discourses of work in ECE. The conclusion highlights the tension between policy discourses of leadership, and the discursive resources that informed how leaders were constructing their roles.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2025 The Author(s). This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page. |
Keywords: | Leadership; Early Childhood Education; policy; responsibilisation |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 21 May 2025 13:27 |
Last Modified: | 13 Jun 2025 13:34 |
Status: | Published online |
Publisher: | SAGE Publications |
Refereed: | Yes |
Identification Number: | 10.1177/17411432251345626 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:226673 |