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Early Years
An International Research Journal
ISSN: 0957-5146 (Print) 1472-4421 (Online) Journal homepage: https://www.tandfonline.com/loi/ceye20
At your service 24/7: preschool managers on their tasks and daily work
Karin Franzén & Maria Hjalmarsson
To cite this article: Karin Franzén & Maria Hjalmarsson (2018): At your service 24/7: preschool managers on their tasks and daily work, Early Years, DOI: 10.1080/09575146.2018.1478392 To link to this article: https://doi.org/10.1080/09575146.2018.1478392
© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
Published online: 19 Jun 2018.
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At your service 24/7: preschool managers on their tasks and daily work
K a r in F ra nz é n a nd Ma r ia Hja lma rs s o n
Department of Educational Studies, Karlstads University, Karlstad, Sweden
ABS T RAC T
T his a r t ic le fo c u s e s o n S we dis h pre s c ho o l ma na ge rs ’ v ie ws o f t he ir t a s k s a nd da ily wo r k : a c t iv it ie s , c o ndit io ns , c ha lle nge s a nd ide a s o n le a de rs hip. F iv e pre s c ho o l ma na ge rs we re a s k e d to wr ite dia r y no te s du r ing a c o u ple o f we e k s a t wo r k . T hro u gh t he a na ly s is pro c e s s , we we re ins pire d by Y u k l’s hie ra rc hic a l be ha v io u r t a x o no my . T he ta x o no my div ide s le a de rs hip be ha v io u rs into fo u r pa r ts , ta s k -o rie nte d, re la t io ns -o r ie nte d, c ha nge -o r ie nte d a nd e x te r na l. T he t a x o no my wa s u s e d in te r ms o f po s it io ns t he ma na ge rs na v iga te be t we e n, ra t he r t ha n c o ns ide r ing t he m a s be ing be a re rs o f c e r t a in be ha v io u rs . Da t a indic a te t ha t t he s e pre s c ho o l ma na ge rs ma inly u s e t he t a s k -o r ie nte d a nd t he re la t io n-o r ie nte d po s it io n. We no t ic e d t ha t t he y a ls o a c t iv a te po s it io ns o r ie nte d to c ha nge a nd e x te r na l c o nt a c t s a nd ne t wo r k bu ilding, bu t to a s ignifi c a nt ly le s s e r e x te nt . T he y s o lv e a ll k ind o f pro ble ms a nd ma ny o f t he ir s to r ie s a re a bo u t ho w t he y s t r iv e to me e t t he ne e ds o f c hildre n, pa re nt s a nd s t a ff.
In t r o d u c t io n
T his a r t ic le fo c u s e s o n S we dis h pre s c ho o l ma na ge rs ’ v ie ws o f t he ir t a s k s a nd da ily wo r k . In re c e nt de c a de s , S we dis h pre s c ho o ls ha v e be e n inc o r po ra te d into t he e du c a t io na l s y s te m.
T he pre s c ho o l ma na ge r pro fe s s io n wa s e s t a blis he d a s re c e nt ly a s 2 0 1 1 , fo llo wing t he a do p- t io n o f t he ne w E du c a t io n Ac t (S F S 2 0 1 0, 8 0 0 ) whic h c la r ifi e d t ha t pre s c ho o ls s ho u ld o nly be le d by a pre s c ho o l ma na ge r wit h a s u it a ble e du c a t io n a nd pe da go gic a l ins ight . T he ne w E du c a t io n Ac t (2 0 1 0, 8 0 0 ) ma de it impo s s ible fo r mu nic ipa lit ie s to de s igna te t he le a ding ro le a s s o me t hing o t he r t ha n ‘pre s c ho o l ma na ge r ’ (S t y f 2 0 1 2).
T he pre s c ho o l ma na ge r ’s ro le is c ha ra c te r is e d by a s ignifi c a nt de gre e o f s e lf-de te r mina - t io n, while ma na ge rs a re a ls o c iv il s e r v a nt s in t he ir lo c a l a u t ho r it y (R inga r p a nd Nihlfo rs 2 0 1 7). P re s c ho o l ma na ge rs a re he ld re s po ns ible fo r t he pre s c ho o l’s wo r k ing me t ho ds , le a r n- ing e nv iro nme nt s , c o o pe ra t io n be t we e n t he pre s c ho o l a nd t he c hildre n’s pa re nt s a nd fo r pro v iding c hildre n wit h o ppo r t u nit ie s to infl u e nc e t he e du c a t io na l s e t t ing. T he pre s c ho o l ma na ge rs mu s t a ls o ma k e de c is io ns re ga rding inte r na l o rga nis a t io n a nd gu a ra nte e t he qu a l- it y o f e du c a t io n (S k o lv e r k e t, 2 0 1 6). While t he t a s k is c o ns ide ra ble , t he re s po ns ible a u t ho r it y
© 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
KE YWORDS
Preschool managers; tasks;
daily work; diaries ART I C L E HI S T ORY Received 5 December 2017 Accepted 15 May 2018
C ONT AC T Karin Franzén karin.franzen@kau.se
OP E N ACCE S S
mu s t c re a te a n e nv iro nme nt tha t s u ppo r ts the pre s c ho o l ma na ge rs ’ le a de rs hip. Appro x ima te ly 4 ,8 0 0 pre s c ho o l ma na ge rs , e a c h wit h re s po ns ibilit y fo r t wo pre s c ho o ls , a re e mplo y e d in t he S we dis h e du c a t io na l s y s te m. T he pre s c ho o ls diffe r in s iz e , bo t h in te r ms o f t he a mo u nt o f c hildre n a nd me mbe rs o f s t a ff. T he gre a t ma jo r it y – 9 3 % - o f a ll pre s c ho o l ma na ge rs a re wo me n (S k o lv e r k e t, 2 0 1 7).
P re s c ho o l ma na ge rs c o ndu c t t he ir wo r k in a n e du c a t io na l s y s te m s t ro ngly infl u e nc e d by glo ba l ne o libe ra l te nde nc ie s , ba s e d o n mo de ls fro m t he pr iv a te s e c to r, ho lding ide a ls o f c o mpe t it io n, e ffic ie nc y a nd fre e do m o f c ho ic e (Ims e n, B lo s s ing, a nd Mo o s 2 0 1 7). S u c h infl u - e nc e s ha v e pa v e d t he wa y fo r go v e r na nc e te c hno lo gie s in te r m o f c o nt ro l s y s te ms a nd ins pe c t io ns , t hro u gh whic h indiv idu a ls ’ pe r fo r ma nc e s be c o me ma nife s t a nd po s s ible to a s s e s s a nd ra nk (B a ll 2 0 0 3).
T his s t u dy a ims to ga in k no wle dge a bo u t pre s c ho o l ma na ge rs ’ v ie ws o f t he ir t a s k s a nd da ily wo r k , by me a ns o f a na ly s ing jo u r na ls wr it te n by t he pre s c ho o l ma na ge rs . T he s t u dy fo c u s e s o n t he fo llo wing qu e s t io ns :
Whic h a c t iv it ie s do t he pre s c ho o l ma na ge rs highlight whe n re la t ing/ re te lling a da y a t wo r k ?
Wha t c o ndit io ns a nd c ha lle nge s do t he pre s c ho o l ma na ge rs fa c e ? Wha t ide a s o n le a de rs hip do t he pre s c ho o l ma na ge rs imple me nt ?
Ma n a g e me n t a n d le a d e r s h ip in e d u c a t io n a l s e t t in g s
B e c a u s e o f t he la c k o f re s e a rc h o n ma na ge me nt a nd le a de rs hip, bo t h in t he wide r fi e ld o f e a r ly c hildho o d e du c a t io n ( Wis e a nd Wr ight 2 0 1 2) a nd in t he fi e ld o f S we dis h pre s c ho o ls ( T ö r ns é n a nd Är le s t ig 2 0 1 4), we will c o ns ide r re s e a rc h o n ma na ge me nt a nd le a de rs hip in o t he r e du c a t io na l s e t t ings t ha t is re le v a nt to o u r s t u dy . Ho we v e r, we a re a wa re t ha t c o m- pa r is o ns wit h o t he r c o u nt r ie s a nd s e t t ings might be pro ble ma t ic , s inc e t he t a s k s a nd wo r k c o ndit io ns a re lik e ly to diffe r. We s t a r t wit h a bro a de r dis c u s s io n o n e du c a t io na l le a de rs hip a nd ma na ge me nt a nd t he n e x a mine s t u die s t ha t fo c u s o n S we de n.
L e a de rs hip might be de fi ne d a nd e x e c u te d in v a r io u s wa y s , a nd ‘a r is e s t hro u gh t he inte r- a c t io n be t we e n indiv idu a l s t ra te gie s a nd t he s o c ia l a nd c u lt u ra l c o nte x t s wit hin whic h t he y a re s e t . T he re fo re le a de rs hip c a n be s e e n a s a s y s te ma t ic ra t he r t ha n a n indiv idu a lis t ic c o n- s t ru c t …’ (Mc Do wa ll Cla r k 2 0 1 2, 3 9 9 ). In line wit h t his a rgu me nt a t io n, He ik k a a nd Hu ja la (2 0 1 3) a rgu e t ha t ‘we mu s t s to p t hink ing a bo u t le a de rs hip a s o ne pe rs o n’s wo r k ’ (5 7 8 ).
S ho wu nmi, Ate wo lo gu n a nd B e bbingto n (2 0 1 6) c la im t ha t t he re ha s be e n a s hift in re s e a rc h o n le a de rs hip, fro m fo c u s ing o n a s pe c t s o f ‘who ’, wit h t he pu r po s e o f dis t ingu is hing be t we e n pe rs o na lit y c ha ra c te r is t ic s o f le a de rs a nd no n-le a de rs , to a dire c t inte re s t in re la t io na l dime n- s io ns . Ac c o rding to S ho wu nmi e t a l. a ppro a c he s s u c h a s dis t r ibu te d le a de rs hip a nd t ra ns - fo r ma t io na l le a de rs hip po int to t he s ignifi c a nc e o f e nga ge me nt a nd t he le a de r ’s impa c t o n his o r he r fo llo we rs . T he y s t a te t ha t t he re is no u niv e rs a l de fi nit io n o f t he c o nc e pt o f ‘dis t r ib- u te d le a de rs hip’, whic h ha s ha mpe re d s t u die s o n bo t h t he c o nc e pt u a lis a t io n a nd t he a ppli- c a t io n o f dis t r ibu te d le a de rs hip. Ho we v e r, Ha r r is (2 0 1 3) s u gge s t s t ha t t he c o nc e pt might be u nde rs to o d a s mo bilis ing le a de rs hip e x pe r t is e a t a ll le v e ls in s c ho o l, a s a s o u rc e fo r c ha nge a nd de v e lo pme nt t ha t is s t re ngt he ne d by inte rde pe nde nt c o o pe ra t io n. T ia n, R is k y a nd Co llin (2 0 1 6) no te t his le a de rs hip a ppro a c h ha s be e n t ho ro u ghly dis c u s s e d in t he fi e ld o f e du c a - t io na l le a de rs hip s inc e t he mid-1 9 9 0 s . At fi rs t , dis t r ibu te d le a de rs hip o c c u r re d a s a to o l fo r a llo wing le a de rs to s ha re t he ir ma ny t a s k s ; it wa s la te r u s e d in dis c u s s io ns o n t he le a de rs hip
infl u e nc e o f o t he rs . S imila r to t he c o nc e pt o f dis t r ibu te d le a de rs hip, t he re is a ls o no a c k no wl- e dge d de fi nitio n o f ‘tra ns fo r ma tio na l le a de rs hip’. Ho we v e r, B e rk o v ic h a nd E y a l (2 0 1 7) s u gge s t t ha t it ha s s o me s ignifi c a nt a s pe c t s s u c h a s be ing bu ilt u po n a n e mo t io na l ba s e , c la r ify ing a c o mpe lling v is io n, e mbo dy ing a n e t hic a l mo de l a nd c a u s ing te a c he rs to a c t be y o nd fo r ma l ro le e x pe c t a t io ns . In line wit h t his u nde rs t a nding, Mc Ca r le y , P e te rs , a nd De c ma n (2 0 1 6) highlight t he ne e d fo r a po s it iv e s o c ia l c lima te a nd a rgu e t ha t a s c ho o l le a de r pe r fo r ming t ra ns fo r ma t io na l le a de rs hip is re s po ns ible fo r c re a t ing a s o c ia l c lima te t ha t is c o ndu c iv e to c ha nge . Ce r t a inly , a pe rs o n pe r fo r ming t ra ns fo r ma t io na l le a de rs hip fo c u s e s o n ma k ing de c i- s io ns , bu t ma k e s s ignifi c a nt e ffo r t s to c re a te c o lla bo ra t io n in ide nt ify ing t he a ims o f t he ins titu tio n, while s imu lta ne o u s ly s triv ing to ge t the e ntire s c ho o l c o mmu nit y to wo rk to wa rds t he s t a te d go a ls .
B y fo c u s ing o n the e mo tio na l la bo u r inv o lv e d in inte ra c tio ns be twe e n le a de rs o f e du c a tio na l s e ttings a nd k e y s ta k e ho lde rs , Ma x we ll a nd R ile y (2 0 1 7), a rgu e tha t s c ho o l he a ds mu s t c o n- tinu a lly me e t nu me ro u s e x pe c ta tio ns a nd de ma nds , whic h mu s t be a c k no wle dge d a s e mo - tio na lly de ma nding. Ala me e n, Ma le , a nd P a la io lo go u (2 0 1 5) s ta te tha t pe da go gic a l le a de rs hip in the pre s c ho o ls the y s tu die d wa s a ffe c te d by a s pe c ts s u c h a s the le a de r ’s re la tio ns hips with the s c ho o l c o mmu nit y , inc lu ding pa re nts , le a rne rs a nd te a c he rs . F u r the rmo re , the mo re the s e re la tio ns hips we re v ie we d a s ‘s y ne rgis tic , the mo re the s c ho o l wa s c o ns ide re d to be e ffe c tiv e with c hildre n’s le a rning a nd de v e lo pme nt…’ (1 3 6 ). S c ho o l he a ds might fa c e c ha lle nge s re la te d to a he a v y wo rk lo a d a nd the re s po ns ibilitie s inhe re nt in the ir ta s k s ; bu t a s P re s to n (2 0 1 3) a s s e r ts , the y a ls o s e e the ms e lv e s a s ma k ing a c o ntribu tio n to the o rga nis a tio n a nd a ppre c ia te the o ppo r tu nit y to ga in pro fe s s io na l de v e lo pme nt fo r bo th the ms e lv e s a nd the s ta ff.
In re c e nt de c a de s , go v e r nme nt s a ro u nd t he wo r ld ha v e s o u ght re fo r ms fo r e ffe c t iv e e du - c a t io n, t a rge te d a t impro v ing s t u de nt s ’ o u tc o me s ; t his implie s de ma nds o n s c ho o l he a ds to t ra ns la te re fo r m de ma nds into s c ho o l pra c t ic e s (Ga no n-S hilo n a nd S c he c hte r 2 0 1 7). In o rde r to fi nd t he s o -c a lle d ‘be s t ’ a ppro a c h to impro v e s c ho o ls , ins pe c t io ns c a r r ie d o u t by dis inte r- e s te d pa r t ie s ha v e o fte n be e n re ga rde d a s a pro mis ing me a ns fo r c o nt ro lling a nd pro mo t ing s c ho o l qu a lit y (E hre n e t a l. 2 0 1 6, 2 0 5 ). T his ne o libe ra l go v e r nme nt philo s o phy ha s le d to t he fo c u s o f t he pro fe s s io n o f s c ho o l he a d be ing t ra ns fo r me d fro m pro fe s s io na l re s po ns ibilit y ba s e d o n e t hic a l a t t it u de s a nd c r it ic a l s e lf re fl e c t io n to a c c o u nt a bilit y , whic h ha s po s it io ne d s c ho o l he a ds in a na r ro wly a dminis t ra t iv e ro le (Cra ns to n 2 0 1 3). T his t re nd is a ls o ma nife s t in t he S we dis h e du c a t io na l s y s te m, in whic h ‘re fo r ms ha v e be e n imple me nte d wit h s t ro ng re gu la t iv e a nd s o c ia l te c hno lo gy e le me nt s , s u c h a s de t a ile d re gu la t io ns , na t io na l c o mpe - te nc e a ims , mo re a s s e s s me nt , te s t s , a nd c o nt ro l o f s t u de nt s ’ le a r ning’ (Ims e n, B lo s s ing, a nd Mo o s 2 0 1 7, 5 8 0 ). T he s e a re a s pe c t s s c ho o ls c a nno t ne gle c t , a nd po s it io n pr inc ipa ls ‘in a te ns io n be t we e n pro fe s s io na l re s po ns ibilit y a nd a c c o u nt a bilit y ’ (Hu lt , L u nds t rö m, a nd E ds t rö m 2 0 1 6, 2 9 5 ). L e a de rs in e du c a t io na l s e t t ings ha v e to ha ndle te ns io ns be t we e n t he dis c o u rs e o n pe r fo r ma nc e a nd c o mpe t it io n be t we e n e du c a t io na l s e t t ings a nd t he dis c o u rs e o n s o ft v a lu e s s u c h a s s o c ia l inc lu s io n a nd e qu a lit y (L u nda hl e t a l. 2 0 1 3).
In t he S we dis h c o nte x t , Wilhe lms o n a nd Dö ö s (2 0 1 6) c la im t ha t t he do mina nt no t io n o f ma na ge rs ’ le a de rs hip is t ha t a ma na ge r ia l po s it io n s ho u ld be he ld by o ne s ingle pe rs o n.
T he y s t a te t ha t t he E du c a t io n Ac t (S F S 2 0 1 0, 8 0 0 ) ho lds t he ide a o f s c ho o l he a ds a nd pre - s c ho o l ma na ge rs be ing s u pe r he ro e s who will a ns we r fo r t he e du c a t io na l s e t t ing a s a who le . Dra wing fro m e mpir ic a l da t a , Wilhe lms o n a nd Dö ö s fo u nd t ha t a c o ns e qu e nc e o f t he t ra di- t io na l le a de rs hip ide a l is t ha t pre s c ho o l ma na ge rs who wa nt to s ha re re s po ns ibilit ie s ha v e to hide t he ir fo r ms o f c o lla bo ra t io n a nd a dju s t to t a k e n fo r gra nte d no r ms o n ho w ma na ge rs ’
fu nc t io ns s ho u ld be o rga nis e d. B a s e d o n re s e a rc h s ho wing t ha t le a de rs hip might be s u c - c e s s fu lly o rga nis e d in a mo re c o lla bo ra t iv e wa y , Wilhe lms o n a nd Dö ö s s t re s s t he impo r t a nc e o f a c k no wle dging a lte r na t iv e t y pe s o f le a de rs hip a mo ng ma na ge rs , s u c h a s c o -le a de rs hip gro u nde d o n o t he r pr inc iple s t ha n t he t ho u ght o f a s ingle ma na ge r de le ga t ing t a s k s . S u c h a lte r na t iv e u nde rs t a ndings o f le a de rs hip imply a c ha lle nge to t ra dit io na l hie ra rc hic a l o rga n- is a t io n mo de ls a nd to t he no t io n o f le a de rs in s c ho o l a s s u pe r s c ho o l he a ds a nd ma na ge rs ha ndling de ma nds a nd e x pe c t a t io ns fro m v a r io u s a c to rs , s u c h a s t he s t a te a nd lo c a l a u t ho r- it ie s , s t a ff, me dia , c hildre n a nd t he ir pa re nt s .
While t he re a re s e v e ra l s imila r it ie s be t we e n t he ro le s o f s c ho o l pr inc ipa l a nd pre s c ho o l ma na ge r, t he re a re ge ne ra lly mo re le v e ls o f ma na ge me nt be t we e n pre s c ho o l ma na ge rs a nd t he re le v a nt a u t ho r it ie s . As a ru le , t he re a re mo re le v e ls be t we e n t he pre s c ho o l ma na ge rs a nd re s po ns ible a u t ho r it ie s in t he s c ho o l o rga nis a t io n c o mpa re d to s c ho o l he a ds . Nihlfo rs , J e r v ik , a nd J o ha ns s o n (2 0 1 5) re po r t t ha t c o mpa re d to s c ho o l he a ds , pre s c ho o l ma na ge rs fe e l t he y ha v e le s s s u ppo r t re ga rding a dminis t ra t io n, c hildre n wit h s pe c ia l ne e ds a nd a llo - c a t io n o f re s o u rc e s , a nd t ha t t he pre s c ho o l is no t a s c r ibe d e qu a l v a lu e , o r t a k e n a s s e r io u s ly , a s t he s c ho o l. It is po s s ible t ha t t he lo c a l a u t ho r it ie s do a s c r ibe u ne qu a l s t a t u s to diffe re nt s t a ge s o f e du c a t io n (R inga r p a nd Nihlfo rs 2 0 1 7). P re s c ho o l ma na ge rs ha v e be e n de s c r ibe d a s o c c u py ing a n ‘in-be t we e n po s itio n’, whic h re qu ire s me e ting the e x pe c ta tio ns o f po litic ia ns , t he c hildre n’s pa re nt s a nd t he pre s c ho o l s t a ff. T his might le a d to t he s u ppo s it io n t ha t pre - s c ho o l ma na ge rs ha v e to de a l wit h du a l lo y a lt ie s . De s pite t he s e s ignifi c a nt c ha lle nge s in t he ir wo r k , t he pre s c ho o l ma na ge rs in Hå k a ns s o n’s (2 0 1 6) s t u dy we re s a t is fi e d wit h t he qu a lit y o f wo r k , in te r ms o f bo t h wha t wa s a c hie v e d a nd t he ir go v e r na nc e t hro u gh t he pro c e s s . L u nne bla d a nd Ga r v is (2 0 1 7) s ho w t ha t while pre s c ho o l ma na ge rs might s e e dis - t r ibu te d le a de rs hip a s t he ide a l a ppro a c h to be a do pte d wit h t he s t a ff, t he y s imu lt a ne o u s ly re c o gnis e t ha t t he ir le a de rs hip inc lu de s t he ro le s o f c o a c h, o rga nis e r a nd bo s s . S o me t ime s , t he s e ro le s c o mple me nt e a c h o t he r to s o me e x te nt, bu t t he y c a n a ls o be c o nt ra dic to r y whe n t he pre s c ho o l ma na ge rs t r y to pe r fo r m ‘a dis t r ibu te d le a de rs hip a ppro a c h bu t a ls o t r y ing to be t he bo s s fo r t he o v e ra ll “ bu s ine s s ” wit hin t he pre s c ho o l’ (4 ). T o s u m u p, s t u die s o n ma n- a ge me nt a nd le a de rs hip in e du c a t io na l s e t t ings de a l to a la rge e x te nt wit h dis c u s s ing me a s - u re s a nd le a de rs hip a ppro a c he s t ha t a c hie v e high qu a lit y a nd s c ho o l impro v e me nt . F e w wo u ld o bje c t to re s e a rc he rs ’ s e e k ing to c o nt r ibu te to pro v iding t he be s t e du c a t io n fo r a ll c hildre n. No ne t he le s s , t he s e te nde nc ie s pu t inc re a s e d pre s s u re o n indiv idu a ls a nd o rga ni- s a t io ns to pe r fo r m in a n e ffe c t iv e wa y , whic h is s pe c ifi c a lly inte re s t ing in re la t io n to e du c a - t io na l s e t t ings lik e t he S we dis h pre s c ho o l, whic h ha v e o nly a s pira t io na l go a ls a nd in whic h t he c hildre n’s le a r ning o u tc o me s a re no t me a s u re d.
T h e o r e t ic a l s t r a n d s
S we dis h pre s c ho o l ma na ge rs ’ t a s k s a nd da ily wo r k ne e d to be u nde rs to o d in re la t io n to c u r re nt t re nds in e du c a t io na l po lic y . Du r ing t he la s t de c a de s , t he go v e r na nc e o f t he pu blic s e c to r in S we de n ha s u nde rgo ne fu nda me nt a l c ha nge s , a ffe c te d by t he pu rs u it o f inc re a s e d e ffic ie nc y by a do pt ing me t ho ds u s e d in t he pr iv a te s e c to r. T he ide a o f c o mpe t it io n a s a t r igge r fo r impro v ing s c ho o ls ma de t he S we dis h s c ho o l s y s te m go fro m be ing o ne o f t he mo s t re gu la te d to ins te a d be ing o ne o f t he mo s t de re gu la te d wit h bo t h inte r na l a nd e x te r na l ma r k e t is a t io n. T he e x te r na l a s pe c t de a ls wit h t he fre e do m fo r pa re nt s to c ho o s e whic h pre - s c ho o l o r s c ho o l to e nro ll t he ir c hild in, while t he inte r na l a s pe c t re la te s to t he ma r k e t t ha t
ha s de v e lo pe d a s a re s u lt o f indiv idu a lly s e t s a la rie s , a nd the po s s ibilit y fo r pre s c ho o l te a c he rs to c ho o s e be t we e n ha v ing a pu blic o r pr iv a te lo c a l a u t ho r it y . S t ill, t he dis c o u rs e o f c o mpe - t it io n, e x c e lle nc e a nd pe r fo r ma nc e wo r k s s imu lt a ne o u s ly wit h t he dis c o u rs e o f e qu a lit y a nd s o c ia l inc lu s io n t ha t t ra dit io na lly ha s ha d a pro mine nt po s it io n in S we dis h e du c a t io n po lic y (L u nda hl e t a l. 2 0 1 3). T his ne o libe ra l t ra ns fo r ma t io n is pa r t o f a n inte r na t io na l te nde nc y in e du c a t io n, imply ing t ha t t he pro fe s s io na ls a re pa r t o f a s o r t o f po we r s t ru ggle wit h o t he r a c to rs c o nc e r ning t he ma nda te fo r a r t ic u la t ing wha t is ‘go o d’ e du c a t io n (B a ll 2 0 0 8, 2 1 6 ). In t ime s o f c o mpe t it io n a nd a c c o u nt a bilit y , t he pe r fo r ma nc e o f indiv idu a l a nd o rga nis a t io na l fu nc t io ns s e r v e a s me a ns o f s ho wing e ffic ie nc y a nd qu a lit y , whic h a c t u a lis e s t he c o n- c e pt o f fa br ic a t io ns , de fi ne d by B a ll (2 0 0 6) a s ‘s e le c t io ns a mo ng v a r io u s po s s ible re pre s e nt a - t io ns – o r v e rs io ns – o f t he o rga nis a t io n o r pe rs o n’ (6 9 6 ).
In a c c o rda nc e wit h t he o r ie s o n e du c a t io n po lic y , we re ga rd po lic y a s a n o ngo ing pro c e s s a nd t he re fo re re je c t t he no t io n t ha t it is s o me t hing imple me nte d in a line a r wa y . B ra u n e t a l. (2 0 1 1) re a s o n a bo u t po lic y e na c t me nt in t he s e ns e o f ‘c re a t iv e pro c e s s e s o f inte r pre t a t io n a nd t ra ns la t io n, t ha t is , t he re c o nte x t u a liz a t io n – t hro u gh re a ding, wr it ing a nd t a lk ing – o f the a bs tra c tio ns o f po lic y ide a s into c o nte x tu a liz e d pra c tic e s ’ (5 8 6 ). In line with this a rgu me nt, we a c k no wle dge pre s c ho o l ma na ge rs a s bo t h s u bje c t s a nd a ge nt s o f po lic y , a nd t ha t a s s u bje c t s t he y a re s ha pe d ‘in a ne t wo r k o f s o c ia l pra c t ic e s whic h a re infu s e d wit h po we r re la t io ns ’ (B ra u n e t a l. 2 0 1 1, 6 1 1 ).
Me t h o d o lo g ic a l a p p r o a c h
Qu a lit a t iv e s t u die s giv e o ppo r t u nit ie s fo r wide r de s c r ipt io ns o f a re s e a rc h o bje c t a nd c a n t a k e into c o ns ide ra t io n t he info r ma nt s ’ o wn t ho u ght s a nd ide a s c o nc e r ning t he to pic o f re s e a rc h. T his a ppro a c h a ls o he lps t he re s e a rc he r to o bs e r v e ne w wa y s o f u nde rs t a nding t he fo c u s phe no me no n (Alv e s s o n a nd De e t z 2 0 0 0). Wit h t he a im o f ga ining k no wle dge a bo u t ho w pre s c ho o l ma na ge rs e x e c u te t he ir t a s k , a gro u p o f pre s c ho o l ma na ge rs we re a s k e d to wr ite jo u r na ls o f t he ir e x pe r ie nc e s a t wo r k o v e r a pe r io d o f t wo we e k s . T he pa r t ic - ipa t ing ma na ge rs we re , a t t he t ime , inv o lv e d in a c o nt inu ing pro fe s s io na l de v e lo pme nt c o u rs e o r ha d c o mple te d t he c o u rs e in t he pre v io u s y e a r. F iv e o f t he s e ma na ge rs a c c e pte d t he inv it a t io n to be inv o lv e d in t he s t u dy . T he e mpir ic a l da t a c o ns is t o f jo u r na ls wr it te n by t he s e fi v e pre s c ho o l ma na ge rs , o f who m fo u r wo r k in mu nic ipa l pre s c ho o ls a nd o ne in a n inde pe nde nt pre s c ho o l. T he ir wo r k e x pe r ie nc e a s ma na ge rs in pre s c ho o l v a r ie s fro m 1 1 mo nt hs to 1 5 y e a rs . T he pa r t ic ipa t ing ma na ge rs we re a ll wo me n be t we e n t he a ge s 3 6 a nd 5 6 ; a ll o f t he m ha v e pa s s e d a n e x a m to be a te a c he r in pr ima r y s c ho o l o r pre s c ho o l a nd ha v e e x pe r ie nc e in t he s e pro fe s s io ns . T he y we re no t giv e n a ny fu r t he r ins t ru c t io ns re ga rding t he t a s k s u po n whic h t he y s ho u ld re fl e c t. T his wa s a n a c t iv e c ho ic e be c a u s e we we re c u r io u s a bo u t whic h t a s k s t he y wo u ld c ho o s e to imple me nt a nd re fl e c t u po n. S o me o f t he ma na ge rs pro v ide d s ho r t no te s c o nc e r ning diffe re nt s it u a t io ns du r ing t he ir wo r k ing da y s , while o t he rs ga v e de t a ile d de s c r ipt io ns a nd re fl e c t io ns . An o bv io u s limit a t io n wit h t he me t ho do lo gic a l a ppro a c h is t ha t we c a nno t k no w if t he a c t iv it ie s , t a s k s a nd s it u a t io ns re po r te d in t he pre - s c ho o l ma na ge rs ’ jo u rna ls re fl e c t o rdina r y we e k s in the ir wo rk . No r do we k no w the pre s c ho o l ma na ge rs ’ mo t iv e s in s e le c t ing t he s pe c ifi c a c t iv it ie s , t a s k s a nd s it u a t io ns t ha t t he y re po r t o n in t he ir jo u r na ls .
Du r ing t he re s e a rc h pro c e s s , t he e t hic a l re c o mme nda t io ns o f t he S we dis h R e s e a rc h Co u nc il we re fo llo we d. T he pre s c ho o l ma na ge rs we re info r me d a bo u t t he pu r po s e o f t he
s t u dy a nd t he e t hic a l c o ns ide ra t io ns du r ing a c o u rs e me e t ing. A le t te r wit h t he s a me info r- ma t io n fo r inte re s te d pa r t ic ipa nt s wa s ha nde d o u t , a nd t he y we re a s k e d to re po r t t he ir inte re s t in pa r t ic ipa t ing by fi lling in t he info r me d c o ns e nt fo r m a nd re t u r ning it to u s be fo re t he e nd o f t he c o u rs e me e t ing, o r by s e nding t he fo r m to o ne o f u s wit hin t wo we e k s v ia e ma il o r pre pa id e nv e lo pe .
Qu a lit a t iv e re s e a rc h do e s no t s t r iv e to s ho w a n a bs o lu te ‘t ru t h’ a bo u t t he fi e ld u nde r inv e s t iga t io n. T he re fo re , t he re s u lt s o f o u r s t u dy c a n no t be v a lida te d in te r ms o f ge ne ra li- s a t io n a nd s ignifi c a t io n in a s t a t is t ic a l s e ns e . We re la te to L a rs s o n’s (2 0 0 9) a rgu me nt t ha t qu a lit a t iv e re s e a rc h pro du c e s c o nc e pt s , inte r pre t a t io ns a nd de s c r ipt io ns o f pro c e s s e s a nd pa t te r ns whic h e na ble t he re a de r to no te a s pe c t s in a phe no me no n t ha t he o r s he ha s n’t re fl e c te d u po n be fo re . T he re a de r might u s e a c e r ta in inte rpre ta tio n c re a te d by the re s e a rc he r to u nde rs t a nd a no t he r c a s e by t he me a ns o f t his inte r pre t a t io n. T his k ind o f s it u a te d ge n- e ra lis a t io n is t he re fo re a bo u t re c o gnis ing t he c o nfi gu ra t io n o f t he re s u lt in o t he r s it u a t io ns . Y e t , in line wit h Alv e s s o n a nd De e t z (2 0 0 0), we ha v e t r ie d to be c le a r in o u r a t te mpt to c o mmu nic a te o u r re s u lt s , gu ide d by t he t he o r ie s we we re ins pire d by , a nd to qu e s t io n whe t he r t he da t a pro v ide d a de qu a te a ns we rs to o u r re s e a rc h qu e s t io ns , a nd if t he me t ho d fo r da t a c o lle c t io n wa s re le v a nt fo r t he fi e ld.
An a ly s is t o o ls
T hro u gho u t t he a na ly s is pro c e s s , we ha v e be e n ins pire d by Y u k l’s (2 0 1 2) hie ra rc hic a l be ha v - io u r t a x o no my . T his t a x o no my wa s de v e lo pe d to re v ie w re s e a rc h o n le a de rs hip in o rde r to dis c u s s re s e a rc h ba s e d k no wle dge a bo u t e ffe c t iv e le a de rs hip. Ho we v e r, we e mpha s is e t ha t we re je c t t he u s e o f t a x o no mie s in o rde r to impe de o r re s t ra in be ha v io u rs t ha t a re s e e n a s u nwa nte d a nd ina ppro pr ia te fo r t he mo de l. F u r t he r mo re , we wa nt to c la r ify t ha t in a c c o rd- a nc e wit h o u r u nde rs t a nding o f ma na ge me nt a nd ma na ge rs a s be ing c o ns t ru c te d in e v e r y - da y pra c t ic e a nd a ffe c te d by t he c o ndit io ns o f t he s pe c ifi c c o nte x t , we u s e t he t a x o no my to re a s o n in te r ms o f positions be t we e n whic h t he ma na ge rs na v iga te ; we do no t c o ns ide r t he m a s be a r ing c e r t a in be ha v io u rs .
T he t a x o no my div ide s le a de rs hip be ha v io u rs into fo u r pa r t s : t a s k -o r ie nte d, re la t io ns -o r i- e nte d, c ha nge -o r ie nte d a nd e x te r na l o r ie nte d. T he s e me t a -c a te go r ie s e a c h ha v e a diffe re nt pr ima r y o bje c t , bu t t he y a ll inv o lv e de te r mina nt s o f pe r fo r ma nc e . T he pr ima r y o bje c t iv e o f ta s k -o rie nte d be ha v io u r is to c a rr y o u t wo rk e ffic ie ntly . R e la tio n-o rie nte d be ha v io u r c o nc e rns wo r k to a c hie v e qu a lit y in hu ma n re s o u rc e s a nd re la t io ns in t he o rga nis a t io n. Cha nge - o r ie nte d be ha v io u r fo c u s e s o n pro mo t ing inno v a t io n, c o lle c t iv e le a r ning a nd o r ie nt a t io n to t he e x te r na l e nv iro nme nt . E x te r na l le a de rs hip be ha v io u r re la te s to a c qu ir ing ne e de d info r ma t io n a nd re s o u rc e s , a nd pro mo t ing a nd de fe nding t he inte re s t s o f t he o rga nis a t io n.
We fi nd t he s e le a de rs hip be ha v io u rs inte re s t ing s inc e t he y highlight a wide ra nge o f a ma n- a ge r ’s t a s k s a nd re s po ns ibilit ie s ( T a ble 1).
R e s u lt s
Da t a fro m t he ma na ge rs ’ jo u r na ls we re o rga nis e d u nde r he a dings re la te d to t he Y u k l t a x o n- o my . Cit a t io ns fro m t he ma na ge rs ’ jo u r na ls a re u s e d in o rde r to c la r ify t he ir re a s o ning. T o ma int a in t he ir a no ny mit y , we a s s igne d t he ma na ge rs t he fi c t io na l na me s Anna , S a ra , S o fi a , L e na a nd E v a .
P r e s c h o o l ma n a g e r s in t a s k - o r ie n t e d p o s it io n s
Ac c o rding to t he ma na ge rs ’ jo u r na ls , t he y s pe nt a lo t o f t ime s o lv ing a v a r ie t y o f pro ble ms . S o me pro ble ms we re qu ic k to fi x , while o t he rs re qu ire d bo t h t ime a nd e ne rgy . Ma na ging a s e t o f a s s ignme nts ra nging fro m v e r y e a s y to diffic u lt c a n s o me time s be c o mplic a te d, a c c o rd- ing to re po r t s fro m L e na . T he mo s t c ru c ia l a nd impo r t a nt is s u e s do no t a lwa y s re qu ire a lo t o f t ime :
A lo t o f is s u e s c o me u p e v e r y da y a nd I ha v e to ma k e qu ic k de c is io ns a lmo s t e v e r y t ime . B u t s o me t ime s I ne e d to k no w t ha t t his is a n is s u e whe re I mu s t ha v e t ime to re fl e c t a nd a ls o dis c u s s wit h o t he rs . (L e na )
Anna wr ite s t ha t t he s c ho o l he a d c a lle d he r o ne da y a nd info r me d he r o f a c o nv e rs a t io n in a n o pe n F a c e bo o k gro u p fo r re s ide nt s o f t he mu nic ipa lit y in qu e s t io n. T he c o nv e rs a t io n fo c u s e d o n a de c is io n t he pre s c ho o l s t a ff ha d ma de c o nc e r ning a fo r t hc o ming Chr is t ma s pa r t y . T he pa re nt who init ia te d t he c o nv e rs a t io n did no t a gre e wit h t he de c is io n. S e v e ra l pa re nt s e nga ge d in t he qu e s t io n, bu t a fte r 1 4 0 c o mme nt s , t he c o nv e rs a t io n wa s lo c k e d by t he a dminis t ra to r o f t he F a c e bo o k gro u p be c a u s e it ha d de ge ne ra te d into a n a rgu me nt . No ne o f t he pa re nt s e v e r c o nt a c te d Anna o r a ny o f t he pre s c ho o l te a c he rs pe rs o na lly , a s k ing fo r a pe rs o na l me e t ing o r a pho ne c a ll, to dis c u s s t he de c is io n. In a ddit io n to ha v ing s e e n t he dis c u s s io n o n F a c e bo o k , Anna ne e de d to ha ndle t he s a me qu e s t io n by e ma il:
I a ns we re d 2 5 e ma ils fro m a ngr y pa re nt s who a s k e d me who I a m to ma k e s u c h a wfu l de c i- s io ns …. (Anna )
Anna re po r te d t ha t s he c o nfro nte d t he pa re nt who po s te d t he o r igina l F a c e bo o k c o mme nt , t he re by init ia t ing a n o pe n, pu blic dis c u s s io n. T he pa re nt gre w ir r it a te d a nd a s s e r te d s he c o u ld no t be re s po ns ible fo r o t he r pe o ple ’s c o mme nt s . “ I ha d t he u rge to s a y , ‘Y e s , y o u c a n’, bu t I didn’t s a y s o , o f c o u rs e ” (Anna ). Ot he r pre s c ho o l ma na ge rs fa c e d s imila r pro ble ms re ga rding e ma ils fro m pa re nts . Ma r y wro te in he r jo u rna l tha t s he ha d to ta lk to s o me te a c he rs c o nc e r ning a n e ma il fro m s o me pa re nt s qu e s t io ning t he a c t u a l de c is io n o n t he ir ne e d o f c hildc a re ho u rs . T his e ma il le d Ma r y to ha v e t hre e me e t ings wit h te a c he rs a nd pa re nt s in o rde r to s o lv e t he pro ble m.
Ac c o rding to t he da t a , it is no t u nu s u a l t ha t t he pre s c ho o l ma na ge r is inte r ru pte d whe n wo r k ing a t t he o ffic e . S o me t hing ha ppe ns a nd pre s c ho o l te a c he rs , c hildre n o r pa re nt s ne e d he lp fro m t he ma na ge r imme dia te ly . E v a , who ma na ge s a pr iv a te ly ru n pre s c ho o l, re po r te d Table 1.Hierarchical taxonomy of leadership behaviour.
Task-oriented Clarifying
Planning
Monitoring operations Problem solving
Relation-oriented Supporting
Developing Recognising Empowering
Change-oriented Advocating change
Envisioning change Encouraging innovation Facilitating collective learning
External Networking
External monitoring Representing
tha t s he c o mbine d the ro le s o f pre s c ho o l ma na ge r a nd pre s c ho o l te a c he r. It s e e ms a s tho u gh E v a re ga rde d t he s e ro le s a s s o me t ime s ha rd to s e pa ra te , bo t h fo r he rs e lf a nd fo r he r c o lle a gu e s :
Offic e ho u rs we re inte r ru pte d whe n a te a c he r c a me in a nd wa nte d to t a lk to me a bo u t s o me - t hing t ha t ha ppe ne d in t he c hildre n’s gro u p. I a c c o mpa nie d he r a nd to ge t he r we dis c u s s e d t he c o nfl ic t t ha t a ro s e . Afte r wa rds , e v e r y o ne wa s s a t is fi e d. (E v a )
S o me t ime s , E v a ha d to ma k e a de c is io n a s pre s c ho o l ma na ge r in s it u a t io ns whe n s he wa s wo r k ing a s a pre s c ho o l te a c he r a nd it wa s impo s s ible to le a v e t he c hildre n a nd go to he r o ffic e . E v a ga v e a no t he r e x a mple o f a s it u a t io n t ha t ma y illu s t ra te t he blu r re d ro le s . Whe n s he wa s in he r o ffic e , t wo c hildre n c a me in a nd a s k e d he r wha t s he wa s do ing. A c o lle a gu e o pe ne d t he do o r a nd a s k e d E v a if it wa s OK wit h he r t ha t t he c hildre n we re t he re :
Ac t u a lly , ma y be I s ho u ld no t ha v e le t t he m c o me in a nd ‘s te a l my t ime ’, bu t I t hink it is gre a t t he y wa nt to he lp me a nd t he re fo re I a llo w t he m to be t he re . (E v a )
E v a did s o e v e n t ho u gh it wa s ha rde r to c o nc e nt ra te o n t he ma na ge r t a s k s while s imu lt a ne - o u s ly lo o k ing a fte r c hildre n. S he a ls o wro te t ha t t he t ime s he ha d fo r pla nning fo r he r wo r k a s pre s c ho o l te a c he r wa s o fte n u s e d fo r t a s k s t ha t s he ha d to ha ndle in he r ro le a s ma na ge r.
T his we e k s he u s e d he r pla nning t ime to s u pe r v is e te a c hing s t u de nt s .
T he ma na ge rs s t a te d t ha t in o rde r to be a ble to de a l wit h a ll t he is s u e s t ha t a ro s e du r ing a wo r k da y , t he y ne e de d to s t a r t wo r k ing be fo re a r r iv ing a t t he ir o ffic e a nd t he y a ls o ne e de d to c o nt inu e wo r k ing fro m ho me in t he e v e nings a nd e v e n a t night . Anna , fo r e x a mple , de s c r ibe d a n e v e ning a t ho me : s he s it s o n he r s o fa wit h o ne e y e o n t he T V while pre pa r ing ma te r ia l fo r t he ne x t da y , whic h ha ppe ns to be a t ra ining da y fo r t he s t a ff. S he wr ite s a we e k ly le t te r to t he pa re nt s a nd re a ds t he Unite d Na t io ns ’ info r ma t io n a bo u t c hildre n’s r ight s . S he re po r te d t ha t s he o fte n s le e ps ba dly , s u ffe rs fro m a c he s a nd pa ins , a nd t he t ire dne s s a ffe c t s he r me mo r y . Wo r k -re la te d t ho u ght s int ru de whe n s he ha s t ro u ble s le e ping a s s he ma na ge s to fi nd t he s o lu t io n fo r t he bu dge t a nd pla n fo r a n u rge nt me e t ing wit h t he u nio n t he ne x t da y . It is c le a r t ha t t he s e pre s c ho o l ma na ge rs ’ wo r k da y s a re mu c h lo nge r t ha n t he e ight ho u rs fo r whic h t he y a re pa id.
T he ma na ge rs s t a te d t ha t t he y c o nt inu a lly mo nito r t he pro gre s s a nd qu a lit y o f t he pre - s c ho o l. T he y did no t re po r t e x a c t ly ho w t he y do s o , bu t a c c o rding to t he ir jo u r na ls t he y s pe nt a lo t o f t ime o n a dminis t ra t io n a nd o rga nis a t io n a ro u nd re c ru it me nt . T his is a ll a bo u t pla n- ning a nd o rga nis ing to c re a te le a r ning e nv iro nme nt s s u it a ble fo r a ll c hildre n a nd pre s c ho o l te a c he rs whic h a ls o inv o lv e s ma ny s t a ff me e t ings wit h te a c he rs , pa re nt s a nd o t he rs c o n- ne c te d to t he pre s c ho o l.
T he ma na ge rs s t re s s e d t he impo r t a nc e o f s pe nding t ime a nd t a k ing t he pro c e s s e s o f re c ru it ing ne w s t a ff s e r io u s ly be c a u s e o f t he c u r re nt la c k o f e du c a te d te a c he rs . S o fi a wro te s he ha d wo r k e d a lo t wit h gro u ping c hildre n t ha t wo u ld a t te nd pre s c ho o l t he fo llo wing s e me s te r in a ppro pr ia te pre s c ho o ls in t he s c ho o l a re a , pla nning fo r t he re c e pt io n o f ne w c hildre n a nd int ro du c ing ne w s t a ff:
In a ddit io n, I a m re s po ns ible fo r t he c o ns t ru c t io n o f a ne w k inde rga r te n fo r 1 0 8 c hildre n. T he re we re ma ny me e t ings a bo u t it be fo re t he pla nning a pplic a t io n. (S o fi a )
T he jo u r na ls fu r t he r re c o rd e nga ge me nt in diffe re nt k inds o f me e t ings . L e na re c e nt ly me t t hre e pre s c ho o l te a c he rs who ha d a pplie d fo r a v a c a nt po s t . S he ha d o ffe re d o ne o f t he m a jo b a fte r me e t ing he r fo r a s e c o nd inte r v ie w. L e na e mpha s is e d t he impo r t a nc e o f hiring the right person because it is the teachers who determine the quality of each preschool. T his pro c e s s
wa s de s c r ibe d a s s t re s s fu l s inc e it wa s , a t t he t ime , a wo r k e rs ’ ma r k e t a nd t he e mplo y e rs ha d to pre s e nt t he pre s c ho o l a s a go o d wo r k pla c e a nd ho pe it be c a me a fi rs t c ho ic e . T he la bo u r ma r k e t s it u a t io n, c o mbine d wit h t he diffic u lt y in re c ru it ing qu a lifi e d pe rs o nne l, pu t high de ma nds o n t he pre s c ho o l ma na ge rs , who ha d to e ns u re t he y hire d ne w e mplo y e e s who we re de dic a te d to bo t h t he ir wo r k a nd t he s c ho o l in t he lo ng ru n. T he pro c e s s inv o lv e d int ro du c ing t he ne w te a c he rs to t he ir ne w wo r k pla c e a nd t his s t u dy s ho ws ho w s o me o f t he pre s c ho o l ma na ge rs ha ndle d t his t a s k :
I wo r r ie d a bo u t ho w t he ne w te a c he r wo u ld fi t in wit h t he wo r k te a m a nd ho w t he o t he r te a c he rs will me e t t he ne w me mbe r, if a ny o ne t hink s s he / he ge t s to o high a s a la r y . (L e na )
S a la r ie s a re a po int o f c o nte nt io n; s o me o ne ma y fe e l u nfa ir ly t re a te d if a ne wly hire d pre - s c ho o l te a c he r o bt a ins a highe r s a la r y t ha n t he e s t a blis he d te a c he rs . Anna wro te t ha t s he ha d o nly o ne a pplic a nt fo r fi v e v a c a nc ie s . Whe n Anna inte r v ie we d t his pe rs o n, s he to ld Anna t ha t s he did no t wa nt to wo r k fu ll da y s o r be re s po ns ible fo r o pe ning t he pre s c ho o l e a r ly in t he mo r ning. Anna fe lt ins e c u re whe n t he a pplic a nt ma de de ma nds du r ing t he inte r v ie w.
Anna s t a te d t ha t du r ing t he inte r v ie w he r pho ne blink e d c o ns t a nt ly , whic h ma de he r lo s e fo c u s o n t he dis c u s s io n. T o Anna , re c ru it me nt is s t re s s fu l be c a u s e he r wo r k pla c e is in u rge nt ne e d o f a ddit io na l s t a ff.
P r e s c h o o l ma n a g e r s in r e la t io n - o r ie n t e d p o s it io n s
T he pre s c ho o l ma na ge rs ’ s to r ie s a re la rge ly a bo u t ho w t he y s t r iv e to me e t t he ne e ds o f c hildre n, pa re nt s a nd s t a ff a nd t r y to c o nt r ibu te to t he ir we llbe ing. F o r e x a mple , a c c o rding to t he ir jo u r na ls t he y bro u ght c o ffe e , c o o k ie s , c a k e s a nd fru it to pa re nt me e t ings , pla nne d me e t ings a nd te a c he r t ra ining da y s . T he y re po r te d t ha t t he y do t ho s e t hings to c re a te a go o d wo r k e nv iro nme nt a nd to he lp pe o ple fe e l c o mfo r t a ble .
Ha v ing re gu la r me e t ings wit h indiv idu a l s t a ff me mbe rs a bo u t t he ir wo r k is a n impo r t a nt du t y a nd a lo t o f t ime go e s into pla nning a nd c a r r y ing o u t me e t ings . S o me me e t ings fo c u s o n e v a lu a t io n a nd de v e lo pme nt o f t he wo r k pla c e ; t he s e a re o f pa r t ic u la r impo r t a nc e fo r t he ma na ge rs . L e na wro te t ha t fro m he r pe rs pe c t iv e , t he s e t a lk s a re a s ignifi c a nt pa r t o f he r wo r k ; ho we v e r, s he a lmo s t a lwa y s fe e ls dis s a t is fi e d a fte r s u c h me e t ings . It is a s t re s s fu l ho u r in whic h impo r t a nt t hings a re dis c u s s e d:
In 6 0 minu te s y o u mu s t de a l wit h s o mu c h; be e nc o u ra ging, lis te n to t he ir e x pe r ie nc e s , re fl e c t to ge t he r…I mu s t c o nc e nt ra te a nd a ls o t a k e no te s to re me mbe r t he mo s t impo r t a nt t hings . (L e na )
Du r ing t his pe r io d, L e na re po r te d t ha t s he ha d s o me s t a ff dia lo gu e s s he ha d to fo llo w u p.
F o r he r, t he s e dia lo gu e s a re a n impo r t a nt pa r t o f he r du t y bu t s he did no t t hink t he y liv e u p to t he ir inte nde d pu r po s e :
Whe n I a m u nha ppy wit h a me e t ing, I might t hink la te r t ha t I ha v e no t do ne e no u gh to he lp t he te a c he rs fo c u s o n wha t wo r k s we ll. T he n t he re is a r is k t ha t t he te a c he rs le a v e t he me e t ing wit h bu rde ns o n t he ir s ho u lde rs a nd a fe e ling o f ha v ing to o mu c h to gra s p, t hings t ha t pe r ha ps fe e l o v e r whe lming fo r t he m. (L e na )
Ac c o rding to o u r s t u dy , it is u nde nia ble t ha t pre s c ho o l ma na ge rs c o ns ide r t he ms e lv e s re s po ns ible fo r a gre a t ma ny t a s k s . S o me ma na ge rs me nt io ne d t he y bu y Chr is t ma s gift s a nd c re a te pe rs o na lis e d Chr is t ma s c a rds to s e nd to c o lle a gu e s . Ac c o rding to L e na , t his t a k e s a lo t o f he r t ime ; ho we v e r, s he fe e ls it is impo r t a nt t ha t he r s t a ff fe e l t he y a re a ppre c ia te d a nd
t ha t s he v a lu e s t he m. F u r t he r mo re , he r jo u r na ls s ho we d t ha t s he wa s e nga ge d in pla nning la rge r pa r t ie s :
I ha v e wo r k e d wit h t he pla nning a nd pre pa ra t io n o f t wo la rge Chr is t ma s pa r t ie s fo r c hildre n a nd pa re nt s . T he s e c e le bra t io ns a re pe r ha ps t he gre a te s t t ra dit io n a nd fe a s t a t o u r s c ho o l, a ll c hildre n da nc e fo lk da nc e s in t ra dit io na l c o s t u me s …a nd a ll t he pa re nt s c o me to wa tc h, a nd e v e r y o ne mu s t ha v e ju ic e a nd c o ffe e a nd ba gs o f s we e t s …I a m t he o rga nis e r o f t he s e fe s t iv it ie s . (L e na ) Ac c o rding to da t a fro m o u r s t u dy , it is e v ide nt t ha t t he le a de rs fe e l t he ir re s po ns ibilit y c a n inc lu de v ir t u a lly a ny t hing. E v a wro te s he ne e de d to s te p in fo r c o lle a gu e s who c a lle d in s ic k . S he s a id it wa s a n a c t iv e c ho ic e be c a u s e it s a v e d t he bu dge t fo r s u bs t it u te te a c he rs . Ho we v e r, s he k ne w t ha t o t he r re s po ns ibilit ie s wo u ld t a k e a ba c k s e a t be c a u s e o f t his . S o fi a re po r te d t ha t s he ha d re c e nt ly s e a rc he d fo r s o me c u s to mis e d fu r nit u re , a nd a t t he s a me t ime , s he gro u pe d c hildre n into pre s c ho o l c la s s e s a nd int ro du c e d ne w s t a ff me mbe rs . In a s imila r ma nne r, Ma r y ’s jo u r na l s ho we d a v a r ie t y o f c ho re s s u c h a s c a lling fo r a s u bs t it u te te a c he r, wr it ing Chr is t ma s c a rds , me e t ing wit h a nu t r it io nis t , t a lk ing to s t a ff who ha d no t re c e iv e d v a c a t io n e x te ns io ns , t a lk ing to a pa re nt c o nc e r ning t he le ngt h o f a c hild’s s t a y a t pre s c ho o l, fo llo wing u p o n t he bu dge t wit h t he c o mpt ro lle r, a nd v is it ing a gro u p in o rde r to o bs e r v e t he to ddle rs ’ pla y .
T he jo u r na ls fu r t he r indic a te t ha t s o me t ime s t he pre s c ho o l ma na ge rs ha ndle t a s k s a nd s it u a t io ns t ha t s ho u ld be ma na ge d by t he s t a ff in o rde r to s he lte r t he m fro m po te nt ia l u nple a s a nt s itu a tio ns . E v a wro te tha t a pre s c ho o l te a c he r a s k e d he r to pho ne a c hild’s pa re nts be c a u s e t he c hild ha d a fe v e r. B u t t he la s t t ime t he pre s c ho o l te a c he r a s k e d t he m to pic k u p t he c hild t he pa re nt s gre w v e r y u ps e t , a nd no w s he do e s no t da re c a ll t he m; ins te a d, s he a s k e d E v a if E v a c o u ld do it . E v e n t ho u gh E v a did no t wa nt t he pa re nt s to fe e l t ha t he r wo rd c a r r ie d mo re we ight t ha n a c o lle a gu e ’s , s he c o u ld u nde rs t a nd t he pre s c ho o l te a c he r ’s c o n- c e r n. E v a ma de t he c a ll a nd t his t ime t he pa re nt wa s v e r y a c c o mmo da t ing a nd pro mis e d to pic k t he c hild u p a s s o o n a s po s s ible .
C o n c lu s io n a n d d is c u s s io n
T he fi rs t re s e a rc h qu e s t io n de a lt wit h whic h a c t iv it ie s t he pre s c ho o l ma na ge rs highlight whe n re la t ing/ re te lling a da y a t wo r k . Ac c o rding to t he ir jo u r na ls , t he ma na ge rs t a k e t he ir re s po ns ibilit y fo r t he pre s c ho o ls t he y ma na ge s e r io u s ly . T he y re po r te d t ha t t he y wa nt to do a go o d jo b a nd to be c o mpe te nt le a de rs who a re c a pa ble o f ha ndling a ll s o r t s o f is s u e s . T he re s u lt s s ho w t he wide v a r ie t y o f t a s k s t he le a de rs ha v e to de a l wit h du r ing a wo r k da y : re c ru it- ing s t a ff, t a k ing c a re o f c hildre n while c a r r y ing o u t a dminis t ra t iv e t a s k s a t t he o ffic e , me e t ing de ma nds fro m pa re nt s , le a ding t he pre s c ho o l te a c he rs ’ pro fe s s io na l de v e lo pme nt a nd pre - pa r ing fo r pa re nt me e t ings , inc lu ding bu y ing re fre s hme nt s . Mo re o v e r, t he re s u lt s s ho w a s ignifi c a nt la c k o f e x a mple s o f ho w t he ma na ge rs imple me nt dis t r ibu te d le a de rs hip, whic h a c c o rding to Ha r r is (2 0 1 3) wo u ld imply t ha t t he ma na ge rs mo bilis e le a de rs hip e x pe r t is e a mo ng t he pre s c ho o l te a c he rs . R a t he r, it s e e ms t he ma na ge rs pla c e c o ns ide ra ble de ma nds o n t he ms e lv e s to c a r r y o u t ma ny t a s k s o n t he ir o wn. T his might ha v e to do wit h t he fa c t t ha t in c o mpa ris o n with s c ho o l he a ds , the re a re mo re o rga nis a tio na l le v e ls be t we e n the pre s c ho o l te a c he rs a nd re s po ns ible a u t ho r it ie s (R inga r p a nd Nihlfo rs 2 0 1 7), whic h in t u r n might le a d to le s s s u ppo r t fo r pre s c ho o l ma na ge rs re ga rding, fo r e x a mple , a dminis t ra t io n, a llo c a t io n o f re s o u rc e s a nd c hildre n wit h s pe c ia l ne e ds (Nihlfo rs , J e r v ik , a nd J o ha ns s o n 2 0 1 5).
T he s e c o nd re s e a rc h qu e s t io n a ddre s s e d t he c o ndit io ns a nd c ha lle nge s t ha t pre s c ho o l ma na ge rs fa c e . T he re s u lts c o nfi rm the v ie w tha t pre s c ho o l ma na ge rs ho ld a n ‘in-be t we e n-po - s it io n’ whe n fa c ing v a r io u s e x pe c t a t io ns fro m diffe re nt pa r t ie s (Hå k a ns s o n, 2 0 1 6), a s we ll a s t he v ie w t ha t s u c h c o ndit io ns a re e mo t io na lly de ma nding to ma na ge rs a nd le a de rs in e du - c a t io na l s e t t ings (Ma x we ll a nd R ile y 2 0 1 7). Mc Ca r le y , P e te rs , a nd De c ma n (2 0 1 6) s t re s s t he t a s k o f ma na ge rs in e du c a t io na l s e t t ings to s u ppo r t a po s it iv e s o c ia l c lima te . Inde e d, t he pre s c ho o l ma na ge rs s e e m to pu t mu c h e ffo r t into me e t ing t he e x pe c t a t io ns a nd de ma nds o f a ll pa r t ie s , t r y ing to k e e p pa re nt s , c hildre n a nd pre s c ho o l te a c he rs s a t is fi e d. Y e t , t he s a t- is fa c tio n tha t P re s to n (2 0 1 3) dis c u s s e s tha t c o me s with be ing a ble to c o ntr ibu te to the o rga n- is a t io n a nd to t he s t a ff’s pro fe s s io na l le a r ning, is no t e x pre s s e d in t he pre s c ho o l ma na ge rs ’ jo u r na ls . E x t ra po la t ing fro m t he ir jo u r na ls , it s e e ms t he y do no t re ga rd t he ms e lv e s a s ma n- a ging to s u ppo r t a nd le a d t he pre s c ho o l te a c he rs ’ le a r ning s u ffic ie nt ly , whic h to s o me e x te nt c a u s e s t he m dis s a t is fa c t io n.
F u r t he r mo re , a c c o rding to t he jo u r na ls , we c o ns ide r c o lla bo ra t io n wit h pa re nt s to be a n impo r t a nt c ha lle nge fo r t he pre s c ho o l ma na ge rs . B e ing a c c e s s ible to pa re nt s no t o nly du r ing wo rk ing ho u rs , bu t o n the Inte rne t du ring e v e nings a nd we e k e nds , c o ntribu te s to the blu rre d line be t we e n wo r k a nd le is u re t ime t ha t be c a me e v ide nt in t he pre s c ho o l ma na ge rs ’ re po r t s .
T he la s t qu e s t io n a ddre s s e d whic h ide a s o n le a de rs hip t he pre s c ho o l ma na ge rs pu t into pra c t ic e . R e s u lt s c o nfi r m Ma x we ll a nd R ile y ’s (2 0 1 7) s t a te me nt t ha t ma na ge rs in e du c a t io na l s e t t ings pla c e high de ma nds o n t he ms e lv e s . T he pre s c ho o l ma na ge rs ’ re po r t s indic a te t ha t t he y no t o nly c o ndu c t t he ir wo r k in a ma nne r t ha t c o r re s po nds to t he t a s k , a s e x pre s s e d in t he E du c a t io n Ac t (S F S 2 0 1 0:8 0 0 ) a nd t he c u r r ic u lu m (S k o lv e r k e t , 2 0 1 6), t he y a ls o pu t c o n- s ide ra ble e ffo r t into c re a t ing a ple a s a nt wo r k e nv iro nme nt fo r t he pre s c ho o l te a c he rs , t r y ing to ma k e t he m fe e l a ppre c ia te d by u s ing a n a ffe c t io na te a ppro a c h. S o me o f t he pre s c ho o l ma na ge rs ha d pre v io u s ly wo r k e d a s pre s c ho o l te a c he rs . A c o u ple o f t he m wo r k in bo t h pro fe s s io ns s imu lt a ne o u s ly ; t he y a re we ll a wa re o f t he wo r k c o ndit io ns t ha t t he pre s c ho o l te a c he rs fa c e . T he pre s c ho o l ma na ge rs ha v e limite d me a ns to s ho w a ppre c ia t io n to t he s t a ff u s ing fi na nc ia l a wa rds . One a lte r na t iv e might be to pu t e ffo r t into s e nding t he m Chr is t ma s c a rds , a nd pre pa r ing re fre s hme nt s fo r pa re nt me e t ings , t he re by c o nfi r ming t he ir e ffo r t s . It is c le a r t he pre s c ho o l ma na ge rs re ga rd t he ir o wn a bilit y to ha ndle v a r y ing t a s k s a s a v ir t u e . T he jo u r na ls do no t pro v ide e v ide nc e t ha t t he y t r y to pe r fo r m in a c c o rda nc e wit h t he pr in- c iple s o f dis t r ibu te d le a de rs hip.
Ov e ra ll, o u r re s u lt s s ho w t ha t t he pre s c ho o l ma na ge rs ma inly re po r t o n t a s k s t ha t re fl e c t t a s k - a nd re la t io n-o r ie nte d le a de rs hip. Ho we v e r, t his do e s no t ne c e s s a r ily me a n t ha t t he s e ma na ge rs ha ndle fe w wo r k t a s k s t ha t a re c ha nge - o r e x te r na l-o r ie nte d in Y u k l’s (2 0 1 2) t a x - o no my . As me nt io ne d in t he de s c r ipt io n o f t he me t ho do lo gy , it is impo s s ible to pro v e whe t he r t he a c t iv it ie s a nd s it u a t io n re po r te d in t he jo u r na ls re fl e c t o rdina r y da y s a t wo r k . R e s e a rc h ha s c la r ifi e d t he de ma nds o n e du c a t io na l le a de rs to t ra ns la te re fo r ms into s c ho o l pra c t ic e s (Ga no n-S hilo n a nd S c he c hte r 2 0 1 7) a nd t ho s e impo s e d by e x te r na l ins pe c t io ns a s a me a ns to c o nt ro l a nd pro mo te qu a lit y in e du c a t io na l s e t t ings (e .g. E hre n e t a l. 2 0 1 6; Hu lt , L u nds t rö m, a nd E ds t rö m 2 0 1 6; Ims e n, B lo s s ing, a nd Mo o s 2 0 1 7). It is s t r ik ing, ho we v e r, t ha t fe w jo u r na ls re la te e x plic it ly to t he s e a s pe c t s . Inde e d, t he jo u r na ls s ho w t ha t t he pre s c ho o l ma na ge rs a re a nx io u s to e x e c u te t he ir wo r k t a s k s in a c c o rda nc e wit h t he ir de fi ne d a re a s o f re s po ns ibilit y , a nd t ha t t he y a re s u bje c te d to pro mine nt pe r fo r ma nc e pre s s u re , no t le a s t fro m pa re nt s . T his in t u r n e x e mplifi e s B a ll’s (2 0 0 8) a rgu me nt a bo u t v a r io u s a c to rs ’ e ffo r t s to a r t ic u la te wha t is ‘go o d’ e du c a t io n (2 1 6 ). Mo re o v e r, t he de s c r ipt io ns o f me e t ings wit h
pre s c ho o l ma na ge rs a nd s t a ff s ho w t ha t t he pre s c ho o l ma na ge rs pu t e ffo r t into wo r k ing wit h e v a lu a t io n a nd de v e lo pme nt a t t he lo c a l pre s c ho o l. S t ill, t he pre s c ho o l ma na ge rs po s i- t io ning o f t a s k - a nd re la t io n-o r ie nt a te d wo r k is mo re ma nife s t in t he ir jo u r na ls , whic h might be u nde rs to o d in re la t io n to t he s t ro ng lo y a lt y to t he s t a ff s ho wn in t he jo u r na ls . Y u k l a rgu e s t ha t in o rde r to impro v e t he o r ie s o f le a de rs hip, a ddit io na l k no wle dge is re qu ire d, s u c h a s whe n, ho w we ll a nd why t he s e be ha v io u rs a re s ho wn, bu t a ls o whic h le a de rs u s e t he m a nd in wha t c o nte x t. As a lre a dy e mpha s is e d, we dis c u s s t he pre s c ho o l ma na ge rs ’ a c t io ns in te r ms o f po s it io ns ra t he r t ha n be ha v io u rs . Y e t , in line wit h Y u k l (2 0 1 2), we c a ll fo r mo re k no wle dge o n ho w inte r pre t a t io n a nd u nde rs t a nding o f t he t a s k , to ge t he r wit h lo c a l c o ndit io ns , c re a te v a r io u s po s it io ns whic h pre s c ho o l ma na ge rs a re a ble to na v iga te be t we e n.
Dis c lo s u r e s t a t e me n t
No po te nt ia l c o nfl ic t o f inte re s t wa s re po r te d by t he a u t ho rs .
OR C ID
Maria Hjalmarsson ht t p:/ / o rc id.o rg/ 0 0 0 0 -0 0 0 2 -7 4 3 8 -0 2 3 2
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