From professional isolation to effective leadership: preschool teacher-directors’ strategies of shared leadership and pedagogy

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.

KEYWORDS:

• Professional isolation
• leadership
• preschool teacher-directors’ contextual factors
• professional strategies

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Merav Aizenberg

Merav Aizenberg is a lecturer of pre-school education, Achva College of Education, Israel.

Izhar Oplatka

Izhar Oplatka is professor of educational administration and policy whose areas of study include emotion in teaching, career of teachers and educational leaders, and educational reform in developing countries