Teachers’ beliefs and practices regarding young children´s leadership: A comparison between New Zealand and Honduras

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Journal of Educational Leadership, Policy and Practice

New Zealand Educational Administration and Leadership Society

Subject: Education

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ISSN: 1178-8690

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Volume 33 (2018)
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VOLUME 33 , ISSUE 1 (June 2018) > List of articles

Teachers’ beliefs and practices regarding young children´s leadership: A comparison between New Zealand and Honduras

Maria Auxiliadora Cerrato / Kate Thornton / Maggie Haggerty

Keywords : Children’s leadership; teacher beliefs and practices; early childhood education

Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 33, Issue 1, Pages 57-69, DOI: https://doi.org/10.21307/jelpp-2018-006

License : (CC BY-NC-ND 4.0)

Published Online: 02-April-2019

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ABSTRACT

Young children’s leadership is an under-researched area. This article reports how teachers of 4 and 5 year old children in New Zealand and Honduras conceptualise and encourage children’s leadership. Data were gathered through semi-structured interviews and observations of teaching practice. The findings suggest that there are differences between New Zealand and Honduran teachers' beliefs and practices regarding children’s leadership. While teachers in New Zealand settings encouraged leadership by empowering children to assume leadership roles, teachers in the Honduran settings allocated leadership opportunities. In addition, New Zealand teachers viewed young leaders as sharing leadership and leading their learning, whereas Honduran teachers viewed them as influencing peers. These findings may encourage teachers to reflect on how their beliefs regarding children’s leadership guide their teaching practice.

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