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ERIC Number: ED556288
Record Type: Non-Journal
Publication Date: 2011
Pages: 322
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3035-7467-2
Toward a Systematic and Intentional Approach to Leadership Development for the Early Childhood Profession
Sturges, Lisa Ann
ProQuest LLC, Ph.D. Dissertation, Oakland University
An examination of the literature indicated that the field of early childhood would benefit from a more systematic and intentional approach to developing leadership for professionals at all levels, including those with a range of training/education across a diversity of program types and professional positions. The intent of the present study was an assessment of what is currently happening concerning this issue in the State of Michigan. An online survey and interview questions were developed to augment the research base in this area, focusing on Michigan's adopted core competencies. The study data were collected from three key perspectives: learners (who receive training/education), educators (who provide training/education) and designers (who coordinate training/education). In Phase I, the online survey, professionals from all three perspectives (N = 258) rated their perceptions of their level of competence and adequacy for each of seven core competency areas. From this sample, 17 designers were recruited for the Phase II (individual interviews about designers' perceptions of the core knowledge area of professionalism/leadership development, core competencies and implementation). Major findings indicated a difference in the perceptions of competence between the three key perspectives. The one-way analysis of variance (ANOVA) for each competency indicated significant differences between groups. Thus, learners rated themselves as less competent in their knowledge and skills compared to both educators and designers. Survey data from learners (n = 177) indicated that level of competence is influenced by specific variables, including years of experience, education level, program type and professional position. An analysis of covariance (ANCOVA) was conducted for each competency with these specific covariates. The findings showed that years of experience and level of education significantly contributed to learners' overall perceived competence. These findings imply the need to consider additional factors in conjunction with training and education for leadership development. In the interviews, the designers suggested that if the core knowledge area of professionalism and leadership development is not intentionally focused on, it is often left out until professionals reach a higher educational/professional level. Designers also cited examples, across all training and education levels, illustrating how professionalism and leadership development is often embedded within other core knowledge areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan