Instructional Leadership in ECE Programs: Associations With Teacher Commitment and Collaborative Practices Through Relational Coordination

• In Event: Teaching Practices and Professional Development

Abstract

This study examined how instructional leadership practices by directors in early care and education (ECE) settings were associated with teacher outcomes, specifically teachers’ engagement in collaborative job-embedded professional learning (JEPL) and commitment to the workplace. We analyzed data from 22 center-based ECE programs (teacher N = 284) and found that effective instructional leadership was associated with improved relational coordination as perceived by teachers; relational coordination, characterized by shared goals and knowledge, mutual respect, and high-quality communication, mediated the relationship between leadership practices and positive teacher outcomes. These results highlight the importance of fostering relational coordination to enhance teacher engagement and commitment, offering critical insights for developing leadership programs that improve both teacher and program outcomes in ECE settings.

Authors

• Yujin Lee, University of Massachusetts - Boston

• Anne Douglass, University of Massachusetts - Boston

• Kyungmin Kim, Seoul National University

• Cristina Mendes, University of Massachusetts - Boston