Developing Leadership for Quality Improvement in Early Childhood Education: A Multiple-Case Study

• In Event: Early Childhood Education Quality Improvements

Abstract

This study used a qualitative case study methodology to examine how a quality improvement intervention influenced relational leadership in early care and education programs. The intervention, called the Breakthrough Series Collaborative (BSC), is unique in that it elevates the leadership of teachers as drivers of change, in partnership with program administrators. The BSC offers a unique opportunity to explore how such leadership is cultivated in ECE settings. The study tested the theory of relational organizational change, which posits that relational leadership is enhanced by shifting three factors: relational structures, work processes, and interpersonal dynamics. Study results show how the BSC influenced these three factors and strengthened relational leadership for improvement. The paper concludes with implications for research, policy, and practice.

Authors

• Anne Douglass, University of Massachusetts - Boston

• Rachel Chickerella, University of Massachusetts - Boston