Research on Characteristics of Effective Early Childhood
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RESEARCH ON CHARACTERISTICS OF EFFECTIVE EARLY CHILDHOOD LEADERS: EMERGENCE OF RELATIONAL LEADERSHIP A Dissertation Presented to the Faculty of California State Polytechnic University, Pomona In Partial Fulfillment Of the Requirements for the Degree Doctor of Education In Educational Leadership By Mastaneh Hazegh 2019 DEDICATION Early childhood educators play an important role in children’s future success. They do more than arts and crafts projects all day. They lay a foundation for children’s learning and make lifelong impressions on countless young lives. Despite the important nature of what early childhood educators do, they are underappreciated. Work within the early childhood education sector continues to be undervalued and underestimated. I’d like to dedicate this study to all early childhood educators, especially those who I have had the privilege to work with side by side for the past 18 years. Those who love to care for children, bring passion to their classroom, love to watch children’s wonder grow, have patience, dedication, and are sensitive to children’s needs. I wish for the day that they gain the professional identity that they deserve. ii ACKNOWLEDGEMENTS I embarked on this journey when most people my age start planning for retirement. It was a lifelong dream that I had postponed for many reasons in the past. I thank god for making this difficult and rewarding experience possible. I also would not have made it through this journey without the support of my family, friends, colleagues, and the dedicated faculty of Cal Poly Pomona. I would like to thank Dr. Navarro, the chair of my committee, Dr. Collins and Dr. Navarro-Cruz, my committee members, for all of their guidance through this process. Your discussions, ideas, and feedback have been absolutely invaluable. I am grateful for Dr. Alford’s support and for always being there to address any question or concern. Her love and dedication to the field of education are admirable. I would like to thank my amazing family, Tara, Cina, Shawdie, Shawndiz, and Parsa, for the love, support, and constant encouragement I have received over the past three years. I appreciate their patience and understanding when I slacked on motherly duties. I am truly blessed with my beautiful grandson, Asher, for bringing cheer to my life; his smile has been my source of energy. I am grateful for my friend, Farzaneh, who was there for me, encouraging, supporting, and cheering me on. I cannot express enough gratitude to my parents for having a vision and leaving their home country to take a journey filled with unknowns and surprises to give their children a better chance in life. I know having educated children means a lot to you, and I hope I have made you proud. Last but not least, I appreciate my participants for so graciously giving me their time, and my cohort, I could not have asked for a better group of colleagues. iii ABSTRACT It is recognized internationally that effective leadership in early childhood is vital to success of quality early childhood care and education. There is a need for our nation to commit to provide a comprehensive and coordinated system of early childhood leadership training. To create fiscally sound early childhood programs with learning environments that nurture and challenge young children and with work environments that develop, support, and retain skilled teachers, program directors capable of strong leadership are essential (McCormick Center for Early Childhood Leadership, 2014). A pending shortage of early childhood leaders has been an ongoing issue in the past few years. Policymakers and practitioners commonly agree about the importance of strong leadership in early childhood education. This study is based on the premise that early childhood leadership practices have a direct effect on quality of care in early childhood development. Nettles and Herrington (2007) state that effect of competent leadership on children’s achievement and learning is only second to classroom instruction. High-quality early childhood education plays an important role in the future achievement of children. It benefits all young children, particularly children from low-income households with the greatest challenges to developing readiness to learn (Whitebook, 2010). Qualified teachers and leaders are instrumental in the operation of high-quality centers for early learning. There is a need to establish policies and pathways to ensure early childhood leaders are well prepared to effectively care for and support teachers, children, and their families. The purpose of this study was to identify sets of characteristics that are essential for effective early childhood leadership and explore the challenges early childhood leaders encounter in an effort to become effective leaders. The iv researcher hopes the results of this study may be used in the design and implementation of leadership development programs for early childhood leaders. v TABLE OF CONTENTS DEDICATION ......................................................................................................................... ii ACKNOWLEDGEMENTS....................................................................................................iii ABSTRACT ............................................................................................................................ iv LIST OF TABLES ................................................................................................................... x LIST OF FIGURES ................................................................................................................ xi CHAPTER 1: INTRODUCTION ........................................................................................... 1 Global Movement in Early Childhood Education ..................................................... 3 Background of the Problem ........................................................................................ 9 Significance of the Study .......................................................................................... 11 Purpose of the Study .................................................................................................. 12 Research Questions ....................................................................................... 12 Summary .................................................................................................................... 13 CHAPTER 2: LITERATURE REVIEW .............................................................................. 15 The Science Behind Early Childhood Development ............................................... 15 History of Early Childhood Education and Care ..................................................... 17 Early Childhood Education Labor Market .................................................. 22 Diversity and Equity in Early Childhood Education Workforce ............... 24 Economic Insecurity ..................................................................................... 27 Education Requirement................................................................................. 28 Irrational Wage Structure ............................................................................. 29 Educational Leadership ............................................................................................. 29 Relational Leadership ................................................................................................ 32 Evolution of K-12 Leadership Role.......................................................................... 34 Leadership in Early Childhood Education ............................................................... 35 Whole Leadership Framework .................................................................................. 42 Leadership Essentials .................................................................................... 46 Administrative Leadership............................................................................ 46 Pedagogical Leadership ................................................................................ 47 Leadership as a Major Component of Quality Early Childhood Programs ........... 49 Quality Early Childhood Education Matters ............................................... 50 vi Indicators of High-Quality Early Childhood Education Programs ........................ 52 Role of Professional Development in Preparing Effective Leaders ....................... 54 Summary .................................................................................................................... 61 CHAPTER 3: METHODOLOGY ........................................................................................ 62 Overview of the Study ............................................................................................... 62 Research Questions.................................................................................................... 63 Research Design ........................................................................................................ 63 Grounded Theory ....................................................................................................... 64 Constructivist Grounded Theory Method .................................................... 65 Setting ......................................................................................................................... 67 Data Sources .............................................................................................................