Case-based leadership learning: how to improve work-related stress in early childhood education centre directors

This study investigates how case-based learning can promote leadership development and management of work-related stress among kindergarten coordinators. The study focuses on leadership development in kindergarten and how participants in a national leadership development programme can benefit from the case method for sharing experiences, developing problem-solving skills and strengthening learning communities. The research question is: How can the case method in this programme promote leadership learning and help coordinators manage work-related stress?

The results show that the case method helps coordinators share experiences and solve challenges through social support and information exchange. The participants reported that group work strengthened their ability to manage stress, developed practical strategies for the leadership role and promoted learning communities. The coordinators experienced increased awareness of their own management practices, and they gained new perspectives on managing work-related challenges.

Data were collected through surveys after course participation. The questions focused on experiences of case-based learning in groups. The sample consisted of 57 kindergarten coordinators aged 30 to 60 years, from both private and municipal kindergartens, with varying sizes (from 30 to 90 children), and from both rural and urban areas in southeast Norway. 52 of the participants were women, while 5 were men. All participants had more than two years of experience as coordinators and were qualified kindergarten teachers. They participated in group-based discussions where they shared experiences and reflected on challenges and stress management. The group was divided into two cohorts, one of which wrote its own cases, while the other worked on pre-designed cases.

Bøe, M., Kristiansen, E., & Rydjord Tholin, K. (2023). Case-based leadership learning: how to improve work-related stress in early childhood education centre directors. Teachers and Teaching, 29(2), 180–194.

Online year: 2022

Issue year: 2023

Review year: 2022