Citations (63)
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Kelemu Zelalem Berhanu. (2023) The role of principals’ pedagogical leadership practice in predicting teachers’ psychological empowerment: the case of East Gojjam province, Ethiopia. International Journal of Leadership in Education 0:0, pages 1-19.
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Inmaculada Gómez-Hurtado, María Del Pilar García-Rodríguez, Inmaculada González-Falcón & Jose M. Coronel-Llamas. (2023) Are Educational Leaders in Compulsory Schools Inclusive? A Teacher’s Perspective. Leadership and Policy in Schools 0:0, pages 1-20.
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Smadar Moshel & Izhak Berkovich. (2023) Supervisors as definers of a new middle-level managers’ leadership model: Typology of four middle-level leadership prototypes in early childhood education. Leadership and Policy in Schools 22:2, pages 330-346.
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María-José Opazo, Loreto de la Fuente, Juan Pablo Valenzuela & Xavier Vanni. (2023) You are stuck here, at the office: Chilean ECEC principals’ pedagogical leadership in JUNJI and Integra Foundation. European Early Childhood Education Research Journal 31:2, pages 191-204.
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María-José Opazo, Loreto de la Fuente, Juan Pablo Valenzuela & Xavier Vanni. (2023) Exploring leadership in private ECEC in Chile: perspectives from the field. Early Years 0:0, pages 1-15.
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Maria Cooper. (2023) Teachers grappling with a teacher-leader identity: complexities and tensions in early childhood education. International Journal of Leadership in Education 26:1, pages 54-74.
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Linda Henderson, Joce Nuttall, Elizabeth Wood & Jenny Martin. (2022) The potential of ‘leading identity’ as an analytic concept for understanding Educational Leadership development in early childhood education. Teachers and Teaching 28:7, pages 875-889.
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Sunanta Klibthong & Joseph S. Agbenyega. (2022) Assessing issues of inclusive education from the perspectives of Thai early childhood teachers. International Journal of Early Years Education 30:2, pages 403-418.
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Joseph Seyram Agbenyega & Sunanta Klibthong. (2022) Giving voice: inclusive early childhood teachers’ perspectives about their school leaders’ leadership practices. International Journal of Leadership in Education 0:0, pages 1-17.
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Maria Cooper. (2022) Everyday collective leadership: teachers enhancing education and care through goal-directed joint activity. International Journal of Leadership in Education 0:0, pages 1-23.
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Sally Wai-Yan Wan & Suzannie Leung. (2022) Integrating phenomenography with discourse analysis to study Hong Kong prospective teachers’ conceptions of curriculum leadership. Cambridge Journal of Education 52:1, pages 91-116.
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Noga Magen-Nagar, Nitza Schwabsky & Esther Firstater. (2021) The role of self-efficacy components in predicting Israeli kindergarten teachers’ educational leadership. International Journal of Leadership in Education 24:6, pages 815-837.
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Danping Peng & Stefan Chudy. (2021) Practitioners’ perceptions of pedagogical leadership in primary schools in the Czech Republic. International Journal of Leadership in Education 0:0, pages 1-15.
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Rachel Denee & Kate Thornton. (2021) Distributed leadership in ECE: perceptions and practices. Early Years 41:2-3, pages 128-143.
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Jamie Huff Sisson, Martha Lash, Anne-Marie Shin & Victoria Whitington. (2021) Co-constructed leadership in early childhood education. International Journal of Leadership in Education 0:0, pages 1-23.
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Catherine Carroll-Meehan, Polly Bolshaw & Eleanor Hadfield. (2019) New leaders in Early Years: making a difference for children in England. Early Child Development and Care 189:3, pages 416-429.
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Tess Boyle & Jane Wilkinson. (2018) Two worlds, one site: leading practices and transitions to school. Journal of Educational Administration and History 50:4, pages 325-342.
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Trevor Male & Ioanna Palaiologou. (2017) Pedagogical leadership in action: two case studies in English schools. International Journal of Leadership in Education 20:6, pages 733-748.
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Kati Rintakorpi. (2016) Documenting with early childhood education teachers: pedagogical documentation as a tool for developing early childhood pedagogy and practises. Early Years 36:4, pages 399-412.
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Karin Hognestad & Marit Bøe. (2016) Studying practices of leading – qualitative shadowing in early childhood research. European Early Childhood Education Research Journal 24:4, pages 592-601.
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Eeva Hujala, Mervi Eskelinen, Soili Keskinen, Christine Chen, Chika Inoue, Mariko Matsumoto & Masahiro Kawase. (2016) Leadership Tasks in Early Childhood Education in Finland, Japan, and Singapore. Journal of Research in Childhood Education 30:3, pages 406-421.
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Margaret Sims, Rhonda Forrest, Anthony Semann & Colin Slattery. (2015) Conceptions of early childhood leadership: driving new professionalism?. International Journal of Leadership in Education 18:2, pages 149-166.
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Karina Davis, Susan Krieg & Kylie Smith. (2015) Leading otherwise: using a feminist-poststructuralist and postcolonial lens to create alternative spaces for early childhood educational leaders. International Journal of Leadership in Education 18:2, pages 131-148.
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Kaye Colmer, Manjula Waniganayake & Laurie Field. (2015) Implementing curriculum reform: insights into how Australian early childhood directors view professional development and learning. Professional Development in Education 41:2, pages 203-221.
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Lubna Alameen, Trevor Male & Ioanna Palaiologou. (2015) Exploring pedagogical leadership in early years education in Saudi Arabia. School Leadership & Management 35:2, pages 121-139.
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Julie Marie Nicholson & Linda Kroll. (2015) Developing leadership for early childhood professionals through oral inquiry: strengthening equity through making particulars visible in dilemmas of practice. Early Child Development and Care 185:1, pages 17-43.
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Salleh Hairon, Jonathan Wee Pin Goh & Tzu-Bin Lin. (2014) Distributed leadership to support PLCs in Asian pragmatic Singapore schools. International Journal of Leadership in Education 17:3, pages 370-386.
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Janet Murray & Rory McDowall Clark. (2013) Reframing leadership as a participative pedagogy: the working theories of early years professionals. Early Years 33:3, pages 289-301.
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Articles from other publishers (35)
Hien Thi Nguyen & Van-Trung Tran. (2023) Educational administrators’ perceptions of influential factors in cultivating and enhancing professional competencies among preschool teachers in the Southeastern region of Vietnam. Revista de Gestão e Secretariado (Management and Administrative Professional Review) 14:11, pages 19392-19413.
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Nikolaos Alexopoulos, Thomas Babalis, Konstantina Tsoli & Stavroula Delioridou. (2023) The Pedagogical Role of the Primary-School Headteacher: Insights From Greece. International Journal of Educational Methodology 9:3, pages 535-549.
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Ken Hang To, Hongbiao Yin, Winnie Wing Yi Tam & Chrysa Pui Chi Keung. (2021) Principal leadership practices, professional learning communities, and teacher commitment in Hong Kong kindergartens: A multilevel SEM analysis. Educational Management Administration & Leadership 51:4, pages 889-911.
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Samuli Ranta, Henri Heiskanen & Sanni Kahila. (2023) Team leadership profiles in Finnish early childhood education centres – Teachers’ experiences of team leadership. Educational Management Administration & Leadership, pages 174114322311682.
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Peter Ochieng Okiri & Mária Hercz. (2023) The tenets of distributed pedagogical leadership in educational contexts—A systematic literature review on perception and practice. Educational Management Administration & Leadership, pages 174114322311544.
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Madeleine Brodin Olsson & Anne Kultti. (2022) Förskollärares ledarskap som ett kunskapsfält i behov av begreppsliga resurser i förskoleverksamhet, utbildning och forskning. Educare:4, pages 72-99.
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Marit Bøe, Johanna Heikka, Titta Kettukangas & Karin Hognestad. (2022) Pedagogical leadership in activities with children – A shadowing study of early childhood teachers in Norway and Finland. Teaching and Teacher Education 117, pages 103787.
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Ashley Zhou & Marianne Fenech. (2022) The role and influence of educational leaders in centres rated as providing high quality early childhood educational programs. Australasian Journal of Early Childhood 47:2, pages 148-161.
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Md. Rahat Khan. (2021) A critical analysis of Elon Musk’s leadership in Tesla motors. Journal of Global Entrepreneurship Research 11:1, pages 213-222.
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Anna SunAlan R. Shoho. (2017) Assistant Principals’ Perceptions of Value Added to School Success. Journal of School Leadership 27:4, pages 456-490.
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Peter Grootenboer & Ian Hardy. (2016) Contextualizing, orchestrating and learning for leading. Educational Management Administration & Leadership 45:3, pages 402-418.
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Cathy Jones & Catherine Smey Carston. (2016) Lessons from abroad: Rebalancing accountability and pedagogy in the Irish social care sector through the use of effective leadership. Administration 64:2, pages 61-83.
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Yin Cheong Cheng, James Ko & Theodore Tai Hoi Lee. (2016) School autonomy, leadership and learning: a reconceptualisation. International Journal of Educational Management 30:2, pages 177-196.
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Jasmine Kah Yan Loo & Joseph Agbenyega. (2015) A Critical Analysis of the Australian ECEC Policy Reform: An Opportunity for Transforming Educators into Pedagogical Leaders?. Australasian Journal of Early Childhood 40:2, pages 127-131.
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Kaye Colmer, Manjula Waniganayake & Laurie Field. (2014) Leading Professional Learning in Early Childhood Centres: Who are the Educational Leaders?. Australasian Journal of Early Childhood 39:4, pages 103-113.
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Alexandra Diamond. (2014) Pre-Service Early Childhood Educators' Leadership Development through Reflective Engagement with Experiential Service Learning and Leadership Literature. Australasian Journal of Early Childhood 39:4, pages 12-20.
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