The Preschool Head Teacher and the Staff Related Problems The 17th EECERA Annual Conference, August 29th to September 1st 2007 Arna H. Jónsdóttir assistant professor in Iceland University of Education

23/05/2015EECERA 2007/Arna H. Jónsd.223/05/20152 The content of the presentation The Icelandic context The background of the research The theoretical framework Data gathering in one preschool First thoughts about findings

23/05/2015EECERA 2007/Arna H. Jónsd.323/05/20153 The Icelandic context Great changes in the preschool sector in the last decades In 1994 the Icelandic preschool was defined as the first school level A shortage of preschool teachers and a high dropout rates among staff Almost every preschool head teacher is a woman and 96% of the staff

23/05/2015EECERA 2007/Arna H. Jónsd.423/05/20154 Background Assignment in the EdD programme Institute of Education, University of London Two directors interviewed ‘What happens in the staff group is always the most difficult part of the job, conflicts are hard and boring and the turnover rate...if the parents and kids were the only ones here the preschool would be heaven...‘

23/05/2015EECERA 2007/Arna H. Jónsd.523/05/20155 Leadership in early childhood There is a paucity of research on leadership in the early childhood education (Mujis et al., 2004) The majority of practitioners are not yet comfortable with...the leadership demands...of working with adults (Rodd, 2006 cited in Ebbeck and Waniganayake, 2003; Jónsdóttir, 1999) The stereotypical feminine approach to leadership is argued to be more appropriate in today’s world in general and in early childhood settings specifically (Rodd, 2006)

23/05/2015EECERA 2007/Arna H. Jónsd.623/05/20156 The theoretical framework The micro-politics of school life (Ball, 1987; Hoyle, 1986; Blase, 1991; Pillay, 2004) The feminine style of leadership (i.e. Rodd, 2006; Ebbeck and Waniganayake, 2003; Jónsdóttir, 1999) Professionalization and status (Jónsdóttir, 2005)

23/05/2015EECERA 2007/Arna H. Jónsd.723/05/20157 The purpose of the study The purpose of the study is to shed a light on what has been called ‘the underworld’ or the micropolitics of preschools regarding staff related problems. A second purpose is to explore how this micropolitical dimension affects the leadership behaviour of the preschool head teacher and what strategies he has to deal with it.

23/05/2015EECERA 2007/Arna H. Jónsd.823/05/20158 The research questions How does the micropolitical behaviour become apparent: In the relationships between the preschool head teacher and the preschool staff? In the relationships between professionals and non- professionals? Is there a gendered dimension to micropolitical behaviour? What strategies does the preschool head teacher use to deal with the micropolitical dimension?

23/05/2015EECERA 2007/Arna H. Jónsd.923/05/20159 Methodology – collecting data Case study in one “ordinary” preschool In the field for 5 weeks (more or less) Field notes, 12 interviews Informal discussions Attended 3 meetings (principals and department leaders) and 1 staff meeting The ethical dimension

23/05/2015EECERA 2007/Arna H. Jónsd.1023/05/ First thoughts about findings In the name of sisterhood? The feminine approach to leadership can be an obstacle to progress and professional development Goal diversity Lack of debates, argumentations Silencing of conflicts Performance of professionals not discussed “We implement changes slowly to keep the peace” “In this preschool the atmosphere is very friendly” A glass ceiling related to personal professional development and benefitting of human resourses

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