Preparing early educators as frontline leaders and change agents with a leadership development initiative

International Journal of Child Care and Education Policy

Anne Douglass¹  Songtian Zeng¹  Arazeliz Reyes¹  Yujin Lee¹  Amanda Wiehe Lopes¹ 

[1] Institute for Early Education Leadership and Innovation, College of Education and Human Development, University of Massachusetts Boston;

关键词: Leadership development;    Early childhood education;    Equity;    Diversity;    Professional development;    Quality improvement;   

DOI  :  10.1186/s40723-022-00095-z

来源: DOAJ

【 摘 要 】

Abstract The present study examined the impact of a leadership development program, Leading for Change (LfC) that focused on building the capacity of early educators to lead change as frontline leaders and change agents. Bringing together a relational-entrepreneurial leadership theory lens, the LfC was designed to foster early educators’ leadership mindset, knowledge, and skills that could potentially bring a long-lasting impact on many aspects of the early care and education (ECE) field. With a sample of 31 racially and linguistically diverse early educators, the present study compared participants’ entrepreneurial mindset, leadership competencies, and capacity to act as change agents and leaders before and after the LfC program. Results showed that participants’ perceptions of themselves as leaders were increased after completing the LfC. They also demonstrated more confidence in their own ability to drive positive change where they work and more broadly in the ECE field. Findings from this study suggest that the relational-entrepreneurial leadership approach taps into early educators’ insights, passions, and knowledge and equips them to participate in leadership for quality improvement and positive change.

【 授权许可】

Unknown