Qualitative and quantitative research provide evidence that leadership can impact student learning and outcomes; however, research examining leadership models in early childhood education settings is scant and in its infancy. One promising leadership model that aligns seemingly naturally with the underpinnings and core constructs in early childhood education is that of pedagogical leadership. Pedagogical leaders shift the focus from administrative/managerial roles to those essential in supporting and focusing on teaching and learning. This chapter explores leadership in educational settings and, specifically, early childhood education. It also defines pedagogical leadership, provides information regarding key constructs within pedagogical leadership, and concludes with best practices for effective pedagogical leaders within an early childhood setting.
TopBackground
Issues of leadership can be traced back to Ancient Greece but the discussion of leadership in the profession of education has only recently emerged (e.g., Giles & Morrison, 2010) . Initially, models of leadership that were used within the business sector influenced how leadership was seen in education (e.g., Lunenburg, 2003). However, given the unique contextual factors in education and schools, educational researchers sought to develop specific educational leadership models that were applicable to education and schools. Over the years, there have been a variety of leadership models applied to education, whether borrowed from another industry sector or developed specifically for education.
Historically, one of the initial theories that was applied to leadership in education was the Trait Theory (Ekvall & Arvonen, 1991) which focused on the notion that individuals possess leadership and non-leadership characteristics, or traits, innately. Criticism of the Trait Theory led to the development of the Behavioral Theory of leadership (Howell & Costley, 2001) which categorizes effective leadership behaviors into four groups: (1) task-oriented, (2) relational-oriented, (3) change-oriented, and (4) passive leadership (Gumus, Belilbas, Esen, & Gumus, 2016).
Post-World War II, educational leadership research was housed within behavioral science with the emergence of the Situational Leadership theory (Yukl & Fleet, 1992). This theory posits that there is no “best” leadership practice suitable to all contexts; hence effective leadership practices are highly context-specific. Following the post-behavioral science era (i.e., after the 1980s), the more recent theories of educational leadership emerged (e.g., Murphy, Hallinger, Weil, & Mitman, 1983). These include: (1) instructional leadership, (2) distributed leadership, and (3) teacher leadership. These theories are characterized by the interrelated concepts of school improvement, social justice, school community, and a focus on learner outcomes.
While some have tried to theorize one overarching leadership theory or style that best fits education, and in particular, early childhood education, it is clear that the dominant leadership theories are not applicable in every situation. In fact, Giles and Morrison (2010) posit that leadership is experienced differently according to context and situation. Blakesley (2011) suggests such confusion among educational leadership theorists to be as a result of constantly changing contexts, due to the incompatibility of managerial approaches to leadership with educational desires and aspirations. He attributes this to the way leadership within the educational context has been viewed through the lens of two major perspectives, based on management and social science, without having its own discourse.