Purpose
The study investigates how kindergarten teachers in Sweden act as leaders for educational development through distributed leadership responsibility, known as ‘Educational Development Leaders’ (EDLs). The aim of the study is to uncover what type of factors are required for EDLs to drive innovation in kindergarten, where a distributed leadership is encouraged. The research focuses specifically on how EDLs experience and utilise their role as leaders in collaboration with colleagues and kindergarten coordinators. The study analyses factors such as trust, responsibility and the ability to influence practice across different kindergarten departments.
Result
The study shows that the EDL role allows kindergarten teachers to lead quality work and drive innovation, but also that success depends on support and clear mandates from the management. Trust from both colleagues and coordinators is essential. The EDL role also requires access to time, resources, networks and professional support for reflection and problem solving, as well as analytical skills to translate research into practice. The study concludes that EDLs can promote innovation in kindergarten, but the process depends on both structural and personal relationships.
Design
The data collection was carried out using semi-structured interviews with six kindergarten teachers in EDL roles from different kindergarten areas in a Swedish municipality. Interviews were analysed through Interpretative Phenomenological Analysis (IPA) to understand how the participants experience their role and the factors required to drive innovation in kindergarten.
References
Elm, A., & Liljestrand, J. (2023). Innovative preschool teachers as educational development leaders: A Swedish case. I Characteristics and Conditions for Innovative Teachers (s. 67– 79). Routledge.