Recently appointed leaders in early childhood education in Aotearoa New Zealand : The quest for useful knowledge and social connection

Foster, Rachel

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Recently appointed leaders in early childhood education in Aotearoa New Zealand : The quest for useful knowledge and social connection

Foster, Rachel

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Foster, Rachel

Abstract

This research examined the support and professional learning needs of recently appointed leaders in New Zealand early childhood education services. Prior to my study, not much was known about the support and learning needs of recently appointed leaders. The main aim of this research was to generate sector-specific principles of how to best support the professional learning needs of recently appointed leaders. The participant cohort comprised of 10 individuals from a variety of early childhood education service types who lived in various locations throughout NZ. This study used a qualitative methodological approach with an exploratory orientation to the study. A Pragmatic conceptual framework underpinned the research. Data was collected through semi-structured interviews with 10 recently appointed leaders who indicated their interest in participating. Findings emerged through deductive and inductive analytic processes. This study established that recently appointed leaders have specialised learning needs. The findings show that the participants were challenged by the distinct situations they were navigating. Participants could have experienced transformations in their knowledge and practice if they had a range of robust social connections. Key evidence were participants' expressed need and desire for additional support to address their professional learning. This thesis contributes to the field of early childhood education as it provides insights into how to support the professional learning needs of recently appointed leaders. The findings show that recently appointed leaders require learning experiences that provide useful knowledge in the context of social connection. This has implications for organisations, professional learning providers, and those supporting recently appointed leaders. The need for useful knowledge development and social connection should be incorporated within professional learning opportunities for recently appointed leaders. Further research into recently appointed leaders should investigate transition and support processes. Larger-scale research is required to create a more extensive understanding of the professional learning needs of recently appointed leaders. Emphasis and effort to design and carry out ongoing learning opportunities for recently appointed leaders is also required.