ERIC Number: EJ1378230
Record Type: Journal
Publication Date: 2023
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: EISSN-1744-5043
Role Perceptions of Early Childhood Teachers Leading Professional Learning Communities Following a New Professional Development Policy
Avidov-Ungar, Orit; Merav, Hayak; Cohen, Sivan
Leadership and Policy in Schools, v22 n1 p225-237 2023
The goal of the study was to examine the factors that drove early childhood teachers to accept a leadership role in professional learning communities (PLCs), their perceptions of the role's characteristics and the implications of taking on an additional role beyond the teaching of kindergarten-age children. This qualitative study included 30 Israeli early-childhood teachers who were actively leading a PLC. Analysis of the data revealed that their PLC-related objectives were driven by internal and external motivations. The findings also indicate their sense of having to manage a dual role: the traditional role of early childhood educators and that of PLC leaders.
Descriptors: Foreign Countries, Early Childhood Teachers, Teacher Role, Teacher Attitudes, Teacher Leadership, Communities of Practice, Faculty Development, Educational Change, Educational Policy, Leadership Role, Role Perception, Teacher Motivation, Incentives, Kindergarten, Psychological Patterns, Emotional Response
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A