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Article
Publication date: 1 August 2000

Wai H. Cheuk, Kwok S. Wong and Sidney Rosen

Aims primarily to examine how stressful kindergarten principals as leaders and managers of their schools found their work to be, and if such job stress was related to…

Abstract

Aims primarily to examine how stressful kindergarten principals as leaders and managers of their schools found their work to be, and if such job stress was related to negative emotions and job satisfaction. The secondary aim was to explore if social support from a close friend could reduce and buffer job stress. Seventy‐seven kindergarten principals in Hong Kong responded to a questionnaire containing the variables of interest. The results showed that the principals found their work to be moderately stressful. However, emotional and informational support from a close friend had beneficial impacts on stress.

Details

Journal of Educational Administration, vol. 38 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 May 2005

Kwok Sai Wong and Wai Hing Cheuk

One objective of the present study was to explore how stressful kindergarten principals, as leaders and managers of their schools, found their work to be, and if such…

Abstract

Purpose

One objective of the present study was to explore how stressful kindergarten principals, as leaders and managers of their schools, found their work to be, and if such job‐related stress was associated with negative emotions and job (dis)satisfaction. Another objective was to assess whether or not social support from one's supervisor could reduce the adverse effects of job‐related stress. A related objective was to examine possible negative impacts associated with receipt of support from one's supervisor.

Design/methodology/approach

A total of 44 kindergarten principals in Macau filled out a questionnaire that contained the variables of interest.

Findings

The results indicated that the principals found their work to be moderately stressful; only emotional support was shown to be effective in buffering the impacts of job‐related stress; and there were only weak adverse effects related to the receipt of support.

Originality/value

This paper is useful in understanding the relationship of stress to work in the school environment.

Details

International Journal of Educational Management, vol. 19 no. 3
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 11 July 2019

Tanya Fitzgerald and Sally Knipe

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into…

Abstract

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.

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Historical Perspectives on Teacher Preparation in Aotearoa New Zealand
Type: Book
ISBN: 978-1-78754-640-0

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Article
Publication date: 16 November 2020

Chi Hung Leung

In the current study, the author tests a conceptual model in which teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) are…

Abstract

Purpose

In the current study, the author tests a conceptual model in which teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) are associated with developmentally appropriate practices (DAPs), developmentally appropriate (DABs), developmentally inappropriate beliefs and developmentally inappropriate practices (DIPs) in the classroom.

Design/methodology/approach

Participants were 347 preschool teachers from 12 preschools including 342 women ( 98.6%) and five men (1.4%) aged 24–45 years located across all five districts of Hong Kong. The hypothesized model of multicultural teaching competency as a predictor of DABs and DAPs is confirmed in the present study.

Findings

Multicultural teaching knowledge can enhance developmentally appropriate teaching beliefs and practices and reduce DIPs. It is highly recommended that multicultural education can be embedded in early childhood education (ECE) programs for both in-service and preservice teachers.

Originality/value

A new conceptual model of teachers' knowledge and skills of multiculturalism and teaching relationship (cultural harmony) associated with DABs, developmentally inappropriate beliefs and DAPs in the classroom was firstly examined.

Details

Asian Education and Development Studies, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2046-3162

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Article
Publication date: 3 June 2014

Dora Ho and Haze Lam

The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more…

Abstract

Purpose

The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten.

Design/methodology/approach

A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents.

Findings

The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents.

Originality/value

Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.

Details

International Journal of Educational Management, vol. 28 no. 5
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 19 May 2009

Donald C. Wood

Japanese preschools have been the subject of extensive ethnographic investigation over the last 40 years or more. However, the market for preschools in Japan has received…

Abstract

Japanese preschools have been the subject of extensive ethnographic investigation over the last 40 years or more. However, the market for preschools in Japan has received almost no such attention. This market is rapidly changing, for the recent sharp decrease in the number of children in the country has resulted in a growing struggle on the part of kindergartens to attract children, largely by catering to the needs of mothers, for their survival. This chapter, by considering children as a common-pool resource (CPR) for which kindergartens quietly vie with one another, examines the situation in the capital city of Akita Prefecture, and shows how mothers – and also households – have been able to benefit in terms of convenience due to competition among kindergartens for their children.

Details

Economic Development, Integration, and Morality in Asia and the Americas
Type: Book
ISBN: 978-1-84855-542-6

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Book part
Publication date: 11 September 2012

Yue-Juan Pan and Xia Li

The kindergarten curriculum in mainland China has evolved through four periods and the current reform began in the end of 1980s. The reform aimed to transform kindergarten

Abstract

The kindergarten curriculum in mainland China has evolved through four periods and the current reform began in the end of 1980s. The reform aimed to transform kindergarten practice by shaping ideologies including respect for individual child, active learning, and play-based integrated curriculum. This review of research literatures shows that compared with the practice before the reform, many kindergarten teachers organize classrooms in learning centers, provide more play materials, pay time, and freedom for free play, and pay more attention to individuals. But indoor space organized in rice-seedling-bed model, teacher-led group instruction and teacher-controlled interactions are still often observed after three decades of reform efforts; there still exist great variations among kindergartens of different sponsoring bodies and in different regions. The problems resulted from the innate deficiencies of the top-down and value-priority reform, the conflicts between the advocated value and the traditional Chinese culture with emphasis on Ming-Fen, testing, and the value of children for the whole family and nation, and the unequal distribution of public resources decided by the educational institutions. Therefore, the curriculum reform is not a separate endeavor from other social changes, but a comprehensive and systematic change. To guarantee the success of the curriculum reform, the Chinese society needs cultural transformation and institutional reconstruction.

Details

Early Education in a Global Context
Type: Book
ISBN: 978-1-78190-074-1

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Article
Publication date: 9 May 2008

Sarab Abu‐Rabia Quader and Izhar Oplatka

The current paper aims to tell the stories of six female supervisors who have successfully managed to access this high‐level position in the Bedouin educational system…

Abstract

Purpose

The current paper aims to tell the stories of six female supervisors who have successfully managed to access this high‐level position in the Bedouin educational system, putting forward some implications for understanding and exploring the lives and career of women in patriarchal, minority groups.

Design/methodology/approach

Six female Muslim supervisors, who work in the Bedouin pre‐school system in Israel, participated in semi‐structured interviews conducted by the authors.

Findings

The stories illustrated a connection between “power” and “femininity” in leading positions in a patriarchal, tribal society different from the one constructed in the western literature on leadership. Thus, in spite of the inferiority of femininity in the traditional Bedouin society, the female supervisors perceived their femininity to be an advantage and powerful in, among other things, minimizing tribal‐professional conflict characterized by a contradiction between traditional and rational codes, and in taking on a social role in the empowerment of Bedouin women in all spheres of life.

Practical implications

The paper puts forward some implications for the recruitment and employment of women leaders living and working in patriarchal social groups within a multicultural society.

Originality/value

To the best of the authors' knowledge, this is a first attempt to document the lives and careers of female leaders in Bedouin society which is embedded with entrenched norms in respect to gender and the “place” of women in the society. The paper, then, provides insights into alternative interpretations of female leadership, power and career.

Details

Journal of Educational Administration, vol. 46 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 April 2002

Hope‐Arlene Fennell

Power relations affect all aspects of our lives. MacGregor Burns states that “Power is ubiquitous; it permeates human relationships … Power shows many faces and takes many…

Abstract

Power relations affect all aspects of our lives. MacGregor Burns states that “Power is ubiquitous; it permeates human relationships … Power shows many faces and takes many forms”. The purpose of this paper was to explore women principals’ experiences with power relations in the schools during times of increase in decentralization and accountability. The findings of this phenomenological study were that the six principals viewed power as an enabling, and a positive energy for change and growth in schools rather than a source of “top‐down” domination. Their descriptions of power also asserted that “power is not reducible to any one source”, and that an understanding of poststructuralist and structuralist theories of power will be essential for school leaders facing the dilemmas and challenges of the twenty‐first century.

Details

Journal of Educational Administration, vol. 40 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 4 February 2020

Vasiliki Brinia, Vasiliki Poullou and Angeliki-Rafailia Panagiotopoulou

This paper aims to explore the perceptions of pre-school educators for the application of total quality philosophy in kindergartens in the prefecture of Corinthia, Greece…

Abstract

Purpose

This paper aims to explore the perceptions of pre-school educators for the application of total quality philosophy in kindergartens in the prefecture of Corinthia, Greece. Dimensions, such as the adoption of quality philosophy in the pre-school unit by the superiors, the active participation of teachers in decision-making and human resource management parameters, are examined.

Design/methodology/approach

The methodological approach of qualitative research was selected for the collection, processing and analysis of data based on the methodological tools of the interview with a semi-structured questionnaire and deliberate random sampling of kindergarten teachers serving in public units where they have teaching and/or administrative tasks.

Findings

The analysis of the data shows that there is no particular familiarity with the basic parameters of total quality philosophy in pre-school education and is related to empirical planning and lack of long-term vision. However, participatory decision-making and emotional intelligence are found as essential elements for ensuring an efficient and open-ended school culture.

Originality/value

The study is the first of its kind in Greece and abroad and its findings can be used to enrich the thematic scope of application of total quality management dimensions to pre-school education and in particular, those dimensions related to the leadership profile of teachers exercising responsibility tasks.

Details

Quality Assurance in Education, vol. 28 no. 1
Type: Research Article
ISSN: 0968-4883

Keywords

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