Browsing by Subject "hajautettu organisaatio"
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(2017)The theoretical context of this qualitative study are the leadership in early childhood education and the organizational change. The leadership and the change of leadership are studied generally and then the distributed leadership and the distributed organization are studied specifically. This study examines how teachers and leaders view the distributed leadership and what kind of skills the leaders and the workers need in the organization of distributed leadership and how they view the organizational change. This is qualitative phenomenology research. The material of the study was collected at half structured interviews which were taken part in six teachers and two leaders from the city of Hamina during November and December 2017. The interviews were recorded and transcribed for analysis. The analysis was done with the methods of content analysis. This study shows that the leadership in early childhood education is in change and the leadership meets new challenges. Distributed leadership challenges both the leaders and the workers. The results of the study show that the interviewed teachers and leaders see distributed leadership as teamwork and interactional work custom. The distributed leadership was difficult to execute, because teachers worked as leaders without the status of the leader. The interviewed viewed that the difficulties of distributed organization are indefinite structures and work tasks of leadership and too large entireties of leadership. The interviewed viewed that the organizational change was unsuccessful. The interviewed teachers and the leader felt that they didn't have an opportunity to influence the change and the given reasons for doing the organizational change were incoherent and the results of the change were not estimated. They would like to increase the number of leaders and clear the determinations of work roles and responsibilities. This study suggests that the city of Hamina should increase the competence of the leaders and the personnel. In practice distributed leadership means investing the knowhow of leadership and working community skills. The human resource management and the motivating of the personnel are the main challenges in the future. Qualitative early childhood education is possible only with the motivated workers.
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(2014)The purpose of this narrative study is to ascertain how kindergarten teachers perceive their pedagogical responsibility in the context of the distributed organization and how they feel their responsibilities have changed expertise in the development of the over time. Changes in the social environment and the shift towards an increasingly distributed organization model in early childhood education are reflected in to need to review and redefine the pedagogical responsibility of the kindergarten teacher. The aim of the study is to define kindergarten teacher's pedagogical responsibility in a postmodern society and to describe its evolution in the wake of the changing nature of the expertise in question of kindergarten teaching. The study analysed views regarding the pedagogical responsibility from the perspective of different teacher generations. The three generations that became apparent from the study were the generation that witnessed the expansion of children's day care outside the home, the experienced early childhood educators, and the latest generation of early childhood educators who are at the beginning of their career. The theoretical framework for the study is formed by research into both kindergarten teacher expertise and distributed organization. The data included eleven (11) kindergarten teacher's diaries. The data was analysed using the methods of structural narrative analysis (Labov 1967) and content analysis. The data acquisition and analysis methods support the objective in narrative research, which is to "give a voice" to the target group of the research. The research findings show that kindergarten teachers have a clear and structured understanding of pedagogical responsibility and the area of its content that falls under their remit. The evolution of pedagogical responsibility is an on going process, affected by personal characteristics as well as societal and particularly early childhood educators at the beginning of their careers felt a lack of confidence in taking pedagogical responsibility in relation to the other members of their team. Kindergarten teachers voiced a wish that directors of day care centers and the organisation would lend their support to their professional development and to carrying out their pedagogical responsibility. The research findings highlighted the importance of pedagogical leadership as a precondition for high-quality early childhood education. The pedagogical responsibility of kindergarten teachers was studied investigated in the present study exclusively in relation to each kindergarten teacher's own team. However, the shift towards shared pedagogical leadership may be deemed a necessary developmental path in the distributed early childhood education organisation.
Now showing items 1-2 of 2