Supervisors as definers of a new middle-level managers’ leadership model: Typology of four middle-level leadership prototypes in early childhood education

ABSTRACT

Much research is concerned with the contribution of middle-level management in the education system. Yet, little research has been devoted to investigating supervisors’ considerations in outlining job definitions of middle-level managers, and how these elements shape diverse middle-level managers’ leadership models. This study draws on role theory to understand supervisors’ contribution to the design of middle-level management roles, with emphasis on leadership styles. Data included 25 interviews with preschool superintendents who appointed new middle-level managers in the role of early childhood leaders. Based on the interviews, we identified four types of middle-level leadership models: pedagogical, supportive, change, and administrative.

Disclosure statement

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

Notes

1. Part of the research refers to the superintendents themselves as middle-level management (Williams & Tabernik, 2011), but this is not the focus of the present study.

2. From 1999 to 2019, the number of preschool children has risen from 284,294 to 528,308 (Ministry of Education data – http://ic.education.gov.il/QvAJAXZfc/opendoc_pc.htm?document = Mabat_rachav.qvw&host = qvsprodlb&sheet = SH11&lang = en-US).

3. Pedagogical instructors are part-time or former k teachers, who advise teachers on teaching and learning challenges. The consultants are mostly professionals who have an MEd degree in educational counseling and are working on kindergarten climate, advising teachers and parents of children with minor disabilities and behavioral problems in matters that the instructor was not able to solve. Pedagogical instructors are responsible for 20–30 classrooms, instructors and counselors, and scarce resources.