Manipulative managers and devilish dictators

Teachers' perspectives on the dilemmas and challenges of classroom leadership

Lara S. Mullarkey, Susan L. Recchia, Seung Yeon Lee, Minsun Shin, Yoon Joo Lee

Research output: Contribution to journalArticleResearchpeer-review

8 Citations (Scopus)

Abstract

This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms - the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University-affiliated center, this paper reconsidered leadership qualities in young children from the teachers' point of view, probing the often overlooked challenges and dilemmas that young leaders present in student-student and student-adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.

Original languageEnglish
Pages (from-to)123-129
Number of pages7
JournalJournal of Early Childhood Teacher Education
Volume25
Issue number2
DOIs
StatePublished - 2 Sep 2005

Fingerprint

manager
leadership
classroom
teacher
childhood
student
leader
infant
present
interview
community
education

Keywords

  • Classroom management
  • Leadership
  • Teacher beliefs

Cite this

@article{ca1e06a902704cc688e39e76cbd0ed6f,
title = "Manipulative managers and devilish dictators: Teachers' perspectives on the dilemmas and challenges of classroom leadership",
abstract = "This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms - the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University-affiliated center, this paper reconsidered leadership qualities in young children from the teachers' point of view, probing the often overlooked challenges and dilemmas that young leaders present in student-student and student-adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.",
keywords = "Classroom management, Leadership, Teacher beliefs",
author = "Mullarkey, {Lara S.} and Recchia, {Susan L.} and Lee, {Seung Yeon} and Minsun Shin and Lee, {Yoon Joo}",
year = "2005",
month = "9",
day = "2",
doi = "10.1016/j.jecte.2004.09.001",
language = "English",
volume = "25",
pages = "123--129",
journal = "Journal of Early Childhood Teacher Education",
issn = "1090-1027",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

Manipulative managers and devilish dictators : Teachers' perspectives on the dilemmas and challenges of classroom leadership. / Mullarkey, Lara S.; Recchia, Susan L.; Lee, Seung Yeon; Shin, Minsun; Lee, Yoon Joo.

In: Journal of Early Childhood Teacher Education, Vol. 25, No. 2, 02.09.2005, p. 123-129.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Manipulative managers and devilish dictators

T2 - Teachers' perspectives on the dilemmas and challenges of classroom leadership

AU - Mullarkey, Lara S.

AU - Recchia, Susan L.

AU - Lee, Seung Yeon

AU - Shin, Minsun

AU - Lee, Yoon Joo

PY - 2005/9/2

Y1 - 2005/9/2

N2 - This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms - the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University-affiliated center, this paper reconsidered leadership qualities in young children from the teachers' point of view, probing the often overlooked challenges and dilemmas that young leaders present in student-student and student-adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.

AB - This qualitative study looked at how early childhood teachers talk about and interact with the most powerful children in their classrooms - the student leaders. Relying primarily on interviews with six teachers in early childhood classrooms (infants, toddlers, and preschoolers) within a University-affiliated center, this paper reconsidered leadership qualities in young children from the teachers' point of view, probing the often overlooked challenges and dilemmas that young leaders present in student-student and student-adult relationships. Findings showed that the teachers described children's leadership skills in positive ways in the abstract, but these theoretical beliefs were quickly challenged by the realities of the classroom. As a result, teachers faced the complex dilemma of supporting individual children's leadership strengths while nurturing their own visions of classroom community. Findings are discussed with reference to implications for practice, including implications for early childhood teacher education, and suggestions for further study.

KW - Classroom management

KW - Leadership

KW - Teacher beliefs

UR - http://www.scopus.com/inward/record.url?scp=23944520890&partnerID=8YFLogxK

U2 - 10.1016/j.jecte.2004.09.001

DO - 10.1016/j.jecte.2004.09.001

M3 - Article

VL - 25

SP - 123

EP - 129

JO - Journal of Early Childhood Teacher Education

JF - Journal of Early Childhood Teacher Education

SN - 1090-1027

IS - 2

ER -