The purpose of this research was two-fold: first, to explore the role of a program's use of distributive leadership practices in implementing substantive qualitative changes in an early childhood setting based on the Program Administration Scale (PAS) results. The second purpose was to provide an account of staff perceptions related to distributive leadership practices when applied to implementation of the PAS recommendations. Building an understanding of the role distributive leadership played in making substantive leadership changes significantly adds to the body of knowledge currently available on early childhood leadership practice.
A multi-case study approach was used to generate qualitative based data. As Yin (1989) denoted, a qualitative framework allows for the investigation of issues that arise. As such, the use of a qualitative approach, allowed the research to formally address the meaning early childhood educators associated with the PAS assessment and recommendation process. Data within the study were gathered from interviews, focus group sessions, and document review providing multiple varying supports of the beliefs held by study participants.
The results of the research study could impact early childhood practitioners within many differing program settings as issues such as implementation of assessment recommendations and shared leadership practices are addressed.
|School:||University of Missouri - Columbia|
|School Location:||United States -- Missouri|
|Source:||DAI-A 74/02(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Early childhood education|
|Keywords:||Distributive leadership, Early childhood leadership, Program Administration Scale, Shared leadership|
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