Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy

ABSTRACT

The goal of the study was to examine the factors that drove early childhood teachers to accept a leadership role in professional learning communities (PLCs), their perceptions of the role’s characteristics and the implications of taking on an additional role beyond the teaching of kindergarten-age children. This qualitative study included 30 Israeli early-childhood teachers who were actively leading a PLC. Analysis of the data revealed that their PLC-related objectives were driven by internal and external motivations. The findings also indicate their sense of having to manage a dual role: the traditional role of early childhood educators and that of PLC leaders.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Data availability statement

The data that support the findings of this study are available from the corresponding author OAU, upon reasonable request.

Additional information

Funding

This work was not supported by any funding by any agency or grant.