Pandemic-Related Challenges for Team Leadership in ECEC Centres in Germany

Autor/inn/en	Lattner, Katrin; Strehmel, Petra
Titel	Pandemic-Related Challenges for Team Leadership in ECEC Centres in Germany
Quelle	In: International Journal of Child Care and Education Policy, 17 (2023), Artikel 20 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lattner, Katrin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1976-5681
DOI	10.1186/s40723-023-00125-4
Schlagwörter	Foreign Countries; Early Childhood Education; Child Care; Child Care Centers; Leadership; COVID-19; Pandemics; Administrator Attitudes; Teamwork; Parent School Relationship; Germany + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kinderfürsorge; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Führung; Führungsposition; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Deutschland
Abstract	This article investigates Early Childhood Education and Care (ECEC) leadership during the COVID-19 pandemic. The focus is on ECEC leaders' perceptions of team leadership during the COVID-19 pandemic in Germany. The purpose of the study is to increase understanding of the team-related challenges ECEC leaders have been confronted with, how they have been experienced and mastered. Therefore, two qualitative studies were designed (Hamburg, Leipzig). A total of 55 ECEC leaders from different federal states were surveyed in guideline-based qualitative interviews (Leipzig study: n = 20 ECEC leaders; Hamburg study: n = 35 ECEC leaders) and analysed with a qualitative content analysis. The results show how teamwork changed under the pandemic conditions and what challenges the leaders faced, including a lack of staff (due to e.g. quarantine, disease), structural separation of teams, lack of communication, additional tasks (political regulations), and missing collaboration with parents. The results indicate that not only ECEC leaders are required to organise team development activities on a regular basis or to reflect on the experiences of the pandemic within heterogeneous teams but also setting providers and sectoral policies are called upon to support ECEC centres in crisis according to their needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01