From Professional Isolation to Effective Leadership: Preschool Teacher-Directors' Strategies of Shared Leadership and Pedagogy

Autor/inn/en	Aizenberg, Merav; Oplatka, Izhar
Titel	From Professional Isolation to Effective Leadership: Preschool Teacher-Directors' Strategies of Shared Leadership and Pedagogy
Quelle	In: Teachers and Teaching: Theory and Practice, 25 (2019) 8, S.994-1013 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2019.1688287
Schlagwörter	Professional Isolation; Leadership Effectiveness; Coping; Public Schools; Faculty Development; Psychological Patterns; Foreign Countries; Collegiality; Preschools; Administrator Responsibility; Principals; Leadership Styles; School Administration; Israel (Tel Aviv) + Suchen Sie Ihr Suchwort? Führungseffizienz; Bewältigung; Public school; Öffentliche Schule; Ausland; Kollegialität; Principal; Schulleiter; Führungsstil
Abstract	This study aims to investigate preschool teacher-directors' sense of professional isolation, and discover the origins of their isolation at work and coping methods. The qualitative paradigm was the research method. The sample comprised 25 preschool teacher-directors in public municipal preschools, and the semi-structured interview method was used. The findings of this study extend our understanding of preschool teacher's sense of professional isolation, the origins of their isolation and the coping strategies they use to cope with their isolation such as professional support, professional cooperation, initiating educational projects, and professional development. The results demonstrate that professional strategies possessing aspects of shared leadership and pedagogy are the most effective. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01