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

Merav Aizenberg, Izhar Oplatka

Research output: Contribution to journalArticlepeer-review

4 Scopus citations

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.

Original languageEnglish
Pages (from-to)994-1013
Number of pages20
JournalTeachers and Teaching: Theory and Practice
Volume25
Issue number8
DOIs
StatePublished - 17 Nov 2019
Externally publishedYes

Keywords

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

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

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