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Original Research
Leadership discourses in early childhood education during the COVID-19 pandemic in South Africa and Finland
Submitted: 11 November 2023 | Published: 22 August 2024
About the author(s)
Elina Fonsen, Department of Education, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, FinlandVivian Ruohola, Department of Education, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
Matshediso R. Modise, Department of Early Childhood and Development, School of Teacher Education, University of South Africa, Pretoria, South Africa
Sharon T. Mampane, Department of Leadership and Management, School of Teacher Education, University of South Africa, Pretoria, South Africa
Nkidi C. Phatudi, Department of Early Childhood and Development, School of Teacher Education, University of South Africa, Pretoria, South Africa
Päivi Kupila, Department of Education, Faculty of Education and Culture, Tampere University, Tampere, Finland
Tarja Liinamaa, Department of Education, Faculty of Education and Psychology, University of Jyväskylä, Jyväskylä, Finland
Hana Awad Mohamed Elhassan, Faculty of Education, Open University of Sudan, Khartoum, Sudan, Sudan
Abstract
Background: This study explores the experiences of early childhood education (ECE) leaders during the coronavirus disease 2019 (COVID-19) pandemic, drawing insights from case studies in Finland and South Africa. Theoretical frameworks of contextual and pedagogical leadership inform the understanding of ECE leadership.
Aim: The aim is to analyse and compare the experiences of ECE leaders in two diverse contexts, Finland and South Africa, during the pandemic.
Setting: The study involves two case studies conducted in Finland and South Africa, focussing on the experiences of ECE leaders amid the COVID-19 pandemic.
Methods: Discursive analysis of interviews was conducted to uncover the experiences of ECE leaders. The study compared the discourses from Finland and South Africa.
Results: In Finland, the discourses revealed the persistence of pedagogical leadership’s importance, challenges to distributed pedagogical leadership and deepening difficulties in maintaining leadership quality. In South Africa, discourses included reconfigured pedagogical leadership, acceptance of new experiences driven by fear of uncertainty and changes in leadership practices and teachers’ roles. Despite national diversity, both cases emphasised the resilience of pedagogical aims.
Conclusion: The study underscores the significance of pedagogical leadership in ECE, even in times of crisis. The contextual leadership model offers valuable insights into ECE leadership across diverse contexts, highlighting the need for adaptive leadership strategies.
Contribution: This research contributes to understanding ECE leadership dynamics during the pandemic, providing insights into the challenges faced by leaders and the resilience of pedagogical goals across different national contexts. It also emphasises the importance of contextual leadership models in developing effective leadership practices in ECE.
Keywords
Sustainable Development Goal
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