LEADERSHIP

Leadership in Early childhood leadership education

Abstract

Countless research studies have been conducted to evaluate the characteristics that make an effective leader and even more have been conducted on the methods through which the identified characteristics can be instilled into students in early education. The fact that separates the commitment that leaders exercise from the commitment that followers exercise is that the nature of the leader's commitment is intense to the point where it facilitates the development of similar perceptions in others. A common perception regarding leadership is that it is normally discovered; hence insinuating that it is present from before and cannot be generated at the early childhood level. A major part of Evans' statement considered as the center of attention for this discussion is the fact that Evans' refers to a leader as an authentic leader. Evans' take on leadership perceives leaders to be entirely self motivated and self sufficient in the sustenance of their perceptions.

Leadership in Early Childhood Education

“Authentic leaders build their practice outward from their core commitments rather than inward from a management text” (Evans, 2000).

This paper will consider Evans' above mentioned quote to be the foundation of the discussion to follow. The discussion will explore the manner in which Evans' statement relates to leadership in early childhood leadership education practice and perceptions. In order to do so adequately, the discussion will engage in an approach that essentially gives relevance to all of the significant areas that merit attention. The purpose of this exercise is to investigate the concept of an individual who can be considered to be an authentic leader.

Characteristics of Leadership in Early Childhood Education

While there is a large volume of leadership that explores the necessary characteristics, traits, knowledge, skills and abilities that make an effective leader, it is equally imperative to explore the rationale that drives individuals to become leaders (Roberts, 2006; Senge, 1990). Leadership requires commitment, sincerity and dedication. The fact that separates the commitment that leaders exercise from the commitment that followers exercise is that the nature of the leader's commitment is intense to the point where it facilitates the development of similar perceptions in others (Sergiovanni, 1992; Snook, 2003). Leaders serve as role models for others because others believe that the leader is in a position where he/she is a template for perfection. Followers believe that their leaders are exemplary individuals who have overcome the challenges that the masses are still trying to cope with (Starratt, 2004; Hamilton, 2012). It is not simply the delivery of this impression that makes the leader unique and the investigation into leadership stimulants necessary; it is the question that inquires upon the reasons that drive the individual into becoming a leader (Starratt, 2004; Hamilton, 2012).

Leadership is a characteristic that cannot be injected into an individual. It demands the development of experience and expertise in addition to personal and professional development (Tschannen-Moran, 2007; Beatty, 2007). It requires an individual to develop a wide variety of skills and abilities such as confidence, stress management, cooperation, effective listening, persuasive speaking ...