Browsing by Author "Ranta, Riitta"

The purpose of the study was to determine what team agreements and team based performance reviews could contribute to pedagogic leadership as well as how team based performance reviews practices should be improved upon. The objective was to gather information regarding the value pedagogic leadership might gain from functional team work. The applied study strategy was phenomenographic. The research frame was a case study. The research subjects were team agreements and team based performance reviews used as tools for pedagogic leadership in a single day care centre. The research data was gathered from the day care centre's pedagogue teams via a structured questionnaire that also included open ended questions. According to the research results, team agreements provide most benefits for early childhood and preschool education activities as well as for the well-being of employees and the cooperation between them. Team based performance reviews were seen as being most beneficial for evaluation and improvement. The study found team agreements and team based performance reviews to be well-functioning tools for pedagogic leadership. Division of labour, work practices, and documentation were named as the most important factors of team based performance reviews. The study results provided clear answers on how to implement pedagogic leadership. In addition to performance reviews, it was requested that managers take part in team meetings twice a year. Team based performance reviews were requested to be held yearly. One point of improvement was the time reserved for the review, which was felt to be too short.