Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.697627
Title: Exploring leadership for learning in kindergartens : a case study of Singapore
Author: Sum, C. W.
ISNI:       0000 0004 5993 5919
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
This study investigates ad hoc and planned efforts by kindergarten principals in Singapore to build structures, processes and culture to support learning. The scope includes what principals do on the average, variations in leadership practices and reasons for these variations. Mindful that reality can be both single and multiple, a philosophical stance of pragmatism was adopted. A pluralistic approach combining inductive and deductive strategies, with an orientation towards “what works” was used. A convergent mixed methods design with a survey targeting the population of kindergarten principals and a multi-case study involving seven kindergartens was adopted. The survey, based on a modified version of Youngs and King’s (2002) theoretical framework on capacity building, provided information on patterns of common leadership practices. The multi-case study added granularity by providing possible reasons for variations and unearthing points that have not been included in the conceptual framework. Findings from the two parts were analysed and triangulated to provide the overall findings. The findings suggest that principals spend 40% of their time supporting teaching and learning. On professional development of teachers, individual learning activities were favoured over group activities. Principals and teachers of Funded kindergartens were involved in a wider range of professional learning activities and in greater frequency compared to their Non-Funded counterparts. The findings also suggest that a coordinated system that incorporates the selection and preparation of potential leaders, and the continuous professional and leadership development of the incumbents is needed. There is also a need to build centre- and sector-wide infrastructures to support the continuous learning of teachers. As there was broad correspondence between the key constructs of the accreditation (SPARK) instrument and the theoretical framework for capacity building, and kindergartens had responded to SPARK by sending their teachers for SPARK training, SPARK could be further tapped on for capacity building.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.697627  DOI: Not available
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