Christian Early Childhood Leaders: Management Challenges and Responses

Autor/inn/en	Shields, Marion; Hattingh, Sherene
Titel	Christian Early Childhood Leaders: Management Challenges and Responses
Quelle	In: International Journal of Christianity & Education, 26 (2022) 1, S.18-31 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hattingh, Sherene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2056-9971
DOI	10.1177/20569971211039243
Schlagwörter	Christianity; Early Childhood Education; Grounded Theory; World Views; Teacher Administrator Relationship; Instructional Leadership; Faculty Workload; Religious Education; Religious Factors; Compliance (Legal); Standards; Budgets; Educational Administration; Administrator Attitudes; Teacher Recruitment; Educational Philosophy; Public Relations + Suchen Sie Ihr Suchwort? Christentum; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; World view; Weltanschauung; Instruction; Leadership; Bildung; Erziehung; Führung; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Standard; Finanzhaushalt; Bildungsverwaltung; Schuladministration; Schulverwaltung; Lehrerrekrutierung; Bildungsphilosophie; Erziehungsphilosophie; Public relation work; Öffentlichkeitsarbeit
Abstract	This study investigated the management challenges that Christian early childhood leaders, from four different Christian denominations, encountered in their responsibilities, and in particular, the approaches they used in resolving them. A research design of grounded theory using data collected from survey questionnaires, semi-structured interviews, and document analysis enabled themes to emerge. A Christian worldview underpinned and framed the leaders' thoughts, actions, communication, and relationships with students, staff, parents, and the community. For these leaders, their close, reciprocal connection with God sustained, guided and even at times impelled their approach to their daily practice and especially in managing challenges. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01