Abstract
The purpose of this study is to investigate the level and manner of Early Childhood Care and Education (ECCE), teachers’ leadership roles in ECCE settings and to evaluate the teacher leaders’ support in ECCE settings as per prescribed teacher leadership dimensions: (a) developmental focus, (b) recognition, (c) autonomy, (d) collegiality, (e) participation, (f) open communication, and (g) a positive environment). A survey research was conducted in Karachi from ECCE teachers to collect the data. The researcher used purposive sampling from private sector schools. The data were analyzed and presented in the form descriptive statistics such as frequencies, percentages, and mean. Inferential statistics included the use of multiple linear regression. Correlation among all the predictors was computed and the hypothesis was tested through SPSS 20. The p value of all dimension in coefficient table is lower than P value= 0.05 and thus rejects the null hypothesis. The findings suggested that all teacher leadership dimensions contribute significantly towards maintaining positive environment in ECCE settings.
Aalumger Shah, Dr. Kiran Hashmi. (2021) Early Childhood Teachers’ Perceptions Of Their Leadership Roles At Pre-Primary Level, New Horizons, Volume-15, Issue-2.
-
Views
551 -
Downloads
97
Next Article
