School closure resulting from a bad school management approach: An early childhood teacher narrative
DOI:
https://doi.org/10.37134/saecj.vol9.no2.6.2020Keywords:
bad school management approach, early childhood education, narrative researchAbstract
This research focused on the academic year of a preschool teacher in a school that was considered to have a bad management approach. As narrative researchers, we acquired stories about the teacher's experiences by using various narrative approaches such as long-term participant observations at the school, document reviews, and interviews with relevant people. As a result of the research, we grouped the teacher’s stories about herself and about bad school management throughout the course of one year under themes such as the teacher’s acceptance of the school-a journey that began well but that developed problems such as a never-ending questioning process.
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References
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Alvestad, T., & Sheridan, S. (2015). Preschool teachers' perspectives on planning and documentation in preschool. Early Child Development and Care, 185(3), 377-392. https://doi.10.1080/03004430.2014.929861
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Ball, S. J. (1997). Good school/bad school: Paradox and fabrication. British Journal of Sociology of Education, 18(3), 317-336. https://doi.10.1080/0142569970180301
Barley, S. R., & Kunda, G. (1992). Design and devotion: Surges of rational and normative ideologies of control in managerial discourse. Administrative Science Quarterly, 37(3), 363-399.
Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992–2012. Review of Educational Research, 85(1), 129-167.
Berkovich, I., & Eyal, O. (2017). Good cop, bad cop: Exploring school principals’ emotionally manipulative behaviours. Educational Management Administration & Leadership, 45(6), 944-958. DOI: 10.1177/1741143216659293
Blase, J., & Blase, J. (2003). The phenomenology of principal mistreatment: Teachers’ perspectives. Journal of Educational Administration, 41(4), 367-422.
Blase, J., & Blase, J. (2006). Teachers' perspectives on principal mistreatment. Teacher Education Quarterly, 33(4), 123-142.
Blase, J., & Blase, J. (2007). School principal mistreatment of teachers: Teachers' perspectives on emotional abuse. Journal of Emotional Abuse, 4(3-4), 151-175. https://doi.10.1300/J135v04n03_10
Bommer, W. H., Rubin, R. S., & Baldwin, T. T. (2004). Setting the stage for effective leadership: Antecedents of transformational leadership behavior. The Leadership Quarterly, 15(2), 195-210.
Brewer, J., A. (2007). Introduction to early childhood education. (sixth ed.). Perason.
Campbell-Barr, V., & Bogatić, K. (2017). Global to local perspectives of early childhood education and care. Early Child Development and Care, 187(10), 1461-1470. https://doi.10.1080/03004430.2017.1342436
Carroll, B., & Levy, L. (2008). Defaulting to management: Leadership defined by what it is not. Organization, 15(1), 75-96. https://doi.10.1177/1350508407084486
Chance, E. W., & Grady, M. L. (1990). Creating and implementing a vision for the school. NASSP Bulletin, 74(529), 12-18.
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Clandinin, D., J., & Connelly, F., M. (2000). Narrative ınquiry: Experince and story in qualitative research. Jossey-Bass.
Clandinin, D., J., Huber, J., Huber, M., Murphy, M, S., MurrayOrr, A., Pearce, M., et al. (2006). Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers. Routledge.
Connelly, F., M., & Clandinin, D., J. (1988). Teachers as curriculum planners: Narratives of experience. Teachers College Press.
Connelly, F., M., & Clandinin, D., J. (1999). Story to live by: Teacher identities on a changing professionals knowledge landscape. In F., M., Connelly & D., J., Clandinin (Eds.), Shaping a professional identity: Stories of an educational practise (pp. 114-132). Althouse Press.
Cooper, H. (1996). Research news and comment: Speaking power to truth: Reflections of an educational researcher after 4 years of school board service. Educational Researcher, 25(1), 29-34.
Creswell, J., W. (2013). Qualitative inquiry & research design. (third ed.) Sage.
Crow, G. M. (2006). Complexity and the beginning principal in the United States: Perspectives on socialization. Journal of Educational Administration, 44(4), 310-325. https://doi.10.1108/09578230610674930
Dewey, J. (1938). Experience and education. Simon & Schuster.
Eden, D. (2001). Who controls the teachers? Overt and covert control in schools. Educational Management & Administration, 29(1), 97-111.
Geijsel, F. P., Krüger, M. L., & Sleegers, P. J. (2010). Data feedback for school improvement: The role of researchers and school leaders. The Australian Educational Researcher, 37(2), 59-75.
Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4(1), 75-91.
Ghoshal, S., & Moran, P. (1996). Bad for practice: A critique of the transaction cost theory. Academy of Management Review, 21(1), 13-47.
Gioia, D. A., & Corley, K. G. (2002). Being good versus looking good: Business school rankings and the Circean transformation from substance to image. Academy of Management Learning & Education, 1(1), 107-120.
Grey, C. (1999). ‘We are all managers now’;‘we always were’: On the development and demise of management. Journal of Management Studies, 36(5), 561-585.
Håkansson, J. (2016). Organising and leading systematic quality work in the preschool–preschool managers’ perspectives. School Leadership & Management, 36(3), 292-310. https://doi.10.1080/13632434.2016.1247043
Hanberger, A. (2016). Evaluation in local school governance: A framework for analysis. Education Inquiry, 7(3), 299-314. https://doi.10.3402/edui.v7.29914
Harris, A. (1998). Effective teaching: A review of the literature. School Leadership & Management, 18(2), 169-183. https://doi.10.1080/13632439869628
Harris, A., Day, C., & Hadfield, M. (2003). Teachers' perspectives on effective school leadership. Teachers and teaching, 9(1), 67-77. https://doi.10.1080/1354060032000049913
Hult, A., Lundström, U., & Edström, C. (2016). Balancing managerial and professional demands: School principals as evaluation brokers. Education Inquiry, 7(3), 299-360. https://doi.10.3402/edui.v7.29960
Intxausti, N., Etxeberria, F., & Bartau, I. (2017). Effective and inclusive schools? Attention to diversity in highly effective schools in the Autonomous Region of the Basque Country. International Journal of Inclusive Education, 21(1), 14-30. https://doi.10.1080/13603116.2016.1184324
Johnson, J. P., Livingston, M., Schwartz, R. A., & Slate, J. R. (2000). What makes a good elementary school? A critical examination. The Journal of Educational Research, 93(6), 339-348. https://doi.10.1080/00220670009598728
Kahila, S. K., Heikka, J., & Sajaniemi, N. (2020). Teacher leadership in the context of early childhood education: Concepts, characteristics and enactment. Southeast Asia Early Childhood Journal, 9(1), 28-43.
Karip, E. (2005). Küreselleşme ve Lizbon eğitim 2010 hedefleri. Kuram ve Uygulamada Eğitim Yönetimi, 42(42), 195-209.
Leone, S., Warnimont, C., & Zimmerman, J. (2009). New roles for the principal of the future. American Secondary Education, 37(2), 86-96.
Löfdahl, A., & Folke-Fichtelius, M. (2015). Preschool’s new suit: Care in terms of learning and knowledge. Early Years, 35(3), 260-272. https://doi.10.1080/09575146.2014.995600
Maravelias, C. (2003). Post-bureaucracy–Control through professional freedom. Journal of Organizational Change Management, 16(5), 547-566. https://doi.10.1108/09534810310494937
Masnan, A. H., & Hashim, N. H. (2014). The teaching skills of beginning preschool teachers. Southeast Asia Early Childhood Journal, 3, 46-55.
McNichols, M., & Wilson, G. P. (1988). Evidence of earnings management from the provision for bad debts. Journal of Accounting Research, 26, 1-31.
Mintzberg, H., & Gosling, J. (2002). Educating managers beyond borders. Academy of Management Learning &Education, 1(1), 64-76.
Msila, V. (2011). School management and the struggle for effective schools. Africa Education Review, 8(3), 434-449. https://doi.10.1080/18146627.2011.618650
Nachiappan, S., Damahuri, A. A., Ganaprakasam, C., & Suffian, S. (2018). Application of Higher Order Thinking Skills (HOTS) in teaching and learning through communication component and spiritual, attitudes and values component in preschool. Southeast Asia Early Childhood Journal, 7, 24-32.
Öqvist, A., & Cervantes, S. (2018). Teaching in preschool: Heads of preschools governance throughout the systematic quality work. Nordic Journal of Studies in Educational Policy, 4(1), 38-47. https://doi.10.1080/20020317.2017.1419040
Pfeffer, J. (1993). Barriers to the advance of organizational science: Paradigm development as a dependent variable. Academy of Management Review, 18(4), 599-620.
Pfeffer, J. (2005). Why do bad management theories persist? A comment on Ghoshal. Academy of Management Learning & Education, 4(1), 96-100.
Reezigt, G. J., & Creemers, B. P. (2005). A comprehensive framework for effective school improvement. School Effectiveness and School İmprovement, 16(4), 407-424. https://doi.10.1080/09243450500235200
Scheerens, J., & Demeuse, M. (2005). The theoretical basis of the effective school improvement model (ESI). School Effectiveness and School İmprovement, 16(4), 373-385. https://doi.10.1080/09243450500234567
Sheridan, S., Williams, P., & PramlingSamuelsson, I. (2014). Group size and organisational conditions for children’s learning in preschool: A teacher perspective. Educational Research, 56(4), 379-397. https://doi.10.1080/00131881.2014.965562
Sun, H., Creemers, B. P., & De Jong, R. (2007). Contextual factors and effective school improvement. School Effectiveness and School İmprovement, 18(1), 93-122. https://doi.10.1080/09243450601058287
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence—Informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207-222.
United Nations Educational, Scientific and CulturalOrganization [UNESCO]., (2007). Education for All Global Monitoring Report 2008: Education for All by 2015. Will We Make It?. UNESCO & Oxford University.
Wikeley, F., & Murillo, J. (2005). Effective school improvement: An introduction. School Effectiveness and School Improvement, 16(4), 355-358. https://doi.10.1080/09243450500234336
Wikeley, F., Stoll, L., Murillo, J., & De Jong, R. (2005). Evaluating effective school improvement: Case studies of programmes in eight European countries and their contribution to the effective school improvement model. School Effectiveness and School Improvement, 16(4), 387-405. https://doi.10.1080/09243450500234617
Williams, S. M. (2015). The future of principal preparation and principal evaluation: Reflections of the current policy context for school leaders. Journal of Research on Leadership Education, 10(3), 222-225. DOI: 10.1177/1942775115621159
Yukl, G., & Lepsinger, R. (2005). Why integrating the leading and managing roles is essential for organizational effectiveness. Organizational Dynamics, 34(4), 361–375. https://doi.10.1016/j.orgdyn.2005.08.004
Alvesson, M., & Sveningsson, S. (2003). Good visions, bad micro-management and ugly ambiguity: Contradictions of (non-) leadership in a knowledge-intensive organization. Organization Studies, 24(6), 961-988.
Alvestad, T., & Sheridan, S. (2015). Preschool teachers' perspectives on planning and documentation in preschool. Early Child Development and Care, 185(3), 377-392. https://doi.10.1080/03004430.2014.929861
Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of Research in Childhood Education, 31(2), 255-269 https://doi.10.1080/02568543.2016.1273285
Ball, S. J. (1997). Good school/bad school: Paradox and fabrication. British Journal of Sociology of Education, 18(3), 317-336. https://doi.10.1080/0142569970180301
Barley, S. R., & Kunda, G. (1992). Design and devotion: Surges of rational and normative ideologies of control in managerial discourse. Administrative Science Quarterly, 37(3), 363-399.
Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992–2012. Review of Educational Research, 85(1), 129-167.
Berkovich, I., & Eyal, O. (2017). Good cop, bad cop: Exploring school principals’ emotionally manipulative behaviours. Educational Management Administration & Leadership, 45(6), 944-958. DOI: 10.1177/1741143216659293
Blase, J., & Blase, J. (2003). The phenomenology of principal mistreatment: Teachers’ perspectives. Journal of Educational Administration, 41(4), 367-422.
Blase, J., & Blase, J. (2006). Teachers' perspectives on principal mistreatment. Teacher Education Quarterly, 33(4), 123-142.
Blase, J., & Blase, J. (2007). School principal mistreatment of teachers: Teachers' perspectives on emotional abuse. Journal of Emotional Abuse, 4(3-4), 151-175. https://doi.10.1300/J135v04n03_10
Bommer, W. H., Rubin, R. S., & Baldwin, T. T. (2004). Setting the stage for effective leadership: Antecedents of transformational leadership behavior. The Leadership Quarterly, 15(2), 195-210.
Brewer, J., A. (2007). Introduction to early childhood education. (sixth ed.). Perason.
Campbell-Barr, V., & Bogatić, K. (2017). Global to local perspectives of early childhood education and care. Early Child Development and Care, 187(10), 1461-1470. https://doi.10.1080/03004430.2017.1342436
Carroll, B., & Levy, L. (2008). Defaulting to management: Leadership defined by what it is not. Organization, 15(1), 75-96. https://doi.10.1177/1350508407084486
Chance, E. W., & Grady, M. L. (1990). Creating and implementing a vision for the school. NASSP Bulletin, 74(529), 12-18.
Clandinin, D., J., & Connelly, F., M. (1994). Personal experince methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research in the social sciences (pp. 13-427). Sage.
Clandinin, D., J., & Connelly, F., M. (2000). Narrative ınquiry: Experince and story in qualitative research. Jossey-Bass.
Clandinin, D., J., Huber, J., Huber, M., Murphy, M, S., MurrayOrr, A., Pearce, M., et al. (2006). Composing diverse identities: Narrative inquiries into the interwoven lives of children and teachers. Routledge.
Connelly, F., M., & Clandinin, D., J. (1988). Teachers as curriculum planners: Narratives of experience. Teachers College Press.
Connelly, F., M., & Clandinin, D., J. (1999). Story to live by: Teacher identities on a changing professionals knowledge landscape. In F., M., Connelly & D., J., Clandinin (Eds.), Shaping a professional identity: Stories of an educational practise (pp. 114-132). Althouse Press.
Cooper, H. (1996). Research news and comment: Speaking power to truth: Reflections of an educational researcher after 4 years of school board service. Educational Researcher, 25(1), 29-34.
Creswell, J., W. (2013). Qualitative inquiry & research design. (third ed.) Sage.
Crow, G. M. (2006). Complexity and the beginning principal in the United States: Perspectives on socialization. Journal of Educational Administration, 44(4), 310-325. https://doi.10.1108/09578230610674930
Dewey, J. (1938). Experience and education. Simon & Schuster.
Eden, D. (2001). Who controls the teachers? Overt and covert control in schools. Educational Management & Administration, 29(1), 97-111.
Geijsel, F. P., Krüger, M. L., & Sleegers, P. J. (2010). Data feedback for school improvement: The role of researchers and school leaders. The Australian Educational Researcher, 37(2), 59-75.
Ghoshal, S. (2005). Bad management theories are destroying good management practices. Academy of Management Learning & Education, 4(1), 75-91.
Ghoshal, S., & Moran, P. (1996). Bad for practice: A critique of the transaction cost theory. Academy of Management Review, 21(1), 13-47.
Gioia, D. A., & Corley, K. G. (2002). Being good versus looking good: Business school rankings and the Circean transformation from substance to image. Academy of Management Learning & Education, 1(1), 107-120.
Grey, C. (1999). ‘We are all managers now’;‘we always were’: On the development and demise of management. Journal of Management Studies, 36(5), 561-585.
Håkansson, J. (2016). Organising and leading systematic quality work in the preschool–preschool managers’ perspectives. School Leadership & Management, 36(3), 292-310. https://doi.10.1080/13632434.2016.1247043
Hanberger, A. (2016). Evaluation in local school governance: A framework for analysis. Education Inquiry, 7(3), 299-314. https://doi.10.3402/edui.v7.29914
Harris, A. (1998). Effective teaching: A review of the literature. School Leadership & Management, 18(2), 169-183. https://doi.10.1080/13632439869628
Harris, A., Day, C., & Hadfield, M. (2003). Teachers' perspectives on effective school leadership. Teachers and teaching, 9(1), 67-77. https://doi.10.1080/1354060032000049913
Hult, A., Lundström, U., & Edström, C. (2016). Balancing managerial and professional demands: School principals as evaluation brokers. Education Inquiry, 7(3), 299-360. https://doi.10.3402/edui.v7.29960
Intxausti, N., Etxeberria, F., & Bartau, I. (2017). Effective and inclusive schools? Attention to diversity in highly effective schools in the Autonomous Region of the Basque Country. International Journal of Inclusive Education, 21(1), 14-30. https://doi.10.1080/13603116.2016.1184324
Johnson, J. P., Livingston, M., Schwartz, R. A., & Slate, J. R. (2000). What makes a good elementary school? A critical examination. The Journal of Educational Research, 93(6), 339-348. https://doi.10.1080/00220670009598728
Kahila, S. K., Heikka, J., & Sajaniemi, N. (2020). Teacher leadership in the context of early childhood education: Concepts, characteristics and enactment. Southeast Asia Early Childhood Journal, 9(1), 28-43.
Karip, E. (2005). Küreselleşme ve Lizbon eğitim 2010 hedefleri. Kuram ve Uygulamada Eğitim Yönetimi, 42(42), 195-209.
Leone, S., Warnimont, C., & Zimmerman, J. (2009). New roles for the principal of the future. American Secondary Education, 37(2), 86-96.
Löfdahl, A., & Folke-Fichtelius, M. (2015). Preschool’s new suit: Care in terms of learning and knowledge. Early Years, 35(3), 260-272. https://doi.10.1080/09575146.2014.995600
Maravelias, C. (2003). Post-bureaucracy–Control through professional freedom. Journal of Organizational Change Management, 16(5), 547-566. https://doi.10.1108/09534810310494937
Masnan, A. H., & Hashim, N. H. (2014). The teaching skills of beginning preschool teachers. Southeast Asia Early Childhood Journal, 3, 46-55.
McNichols, M., & Wilson, G. P. (1988). Evidence of earnings management from the provision for bad debts. Journal of Accounting Research, 26, 1-31.
Mintzberg, H., & Gosling, J. (2002). Educating managers beyond borders. Academy of Management Learning &Education, 1(1), 64-76.
Msila, V. (2011). School management and the struggle for effective schools. Africa Education Review, 8(3), 434-449. https://doi.10.1080/18146627.2011.618650
Nachiappan, S., Damahuri, A. A., Ganaprakasam, C., & Suffian, S. (2018). Application of Higher Order Thinking Skills (HOTS) in teaching and learning through communication component and spiritual, attitudes and values component in preschool. Southeast Asia Early Childhood Journal, 7, 24-32.
Öqvist, A., & Cervantes, S. (2018). Teaching in preschool: Heads of preschools governance throughout the systematic quality work. Nordic Journal of Studies in Educational Policy, 4(1), 38-47. https://doi.10.1080/20020317.2017.1419040
Pfeffer, J. (1993). Barriers to the advance of organizational science: Paradigm development as a dependent variable. Academy of Management Review, 18(4), 599-620.
Pfeffer, J. (2005). Why do bad management theories persist? A comment on Ghoshal. Academy of Management Learning & Education, 4(1), 96-100.
Reezigt, G. J., & Creemers, B. P. (2005). A comprehensive framework for effective school improvement. School Effectiveness and School İmprovement, 16(4), 407-424. https://doi.10.1080/09243450500235200
Scheerens, J., & Demeuse, M. (2005). The theoretical basis of the effective school improvement model (ESI). School Effectiveness and School İmprovement, 16(4), 373-385. https://doi.10.1080/09243450500234567
Sheridan, S., Williams, P., & PramlingSamuelsson, I. (2014). Group size and organisational conditions for children’s learning in preschool: A teacher perspective. Educational Research, 56(4), 379-397. https://doi.10.1080/00131881.2014.965562
Sun, H., Creemers, B. P., & De Jong, R. (2007). Contextual factors and effective school improvement. School Effectiveness and School İmprovement, 18(1), 93-122. https://doi.10.1080/09243450601058287
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence—Informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207-222.
United Nations Educational, Scientific and CulturalOrganization [UNESCO]., (2007). Education for All Global Monitoring Report 2008: Education for All by 2015. Will We Make It?. UNESCO & Oxford University.
Wikeley, F., & Murillo, J. (2005). Effective school improvement: An introduction. School Effectiveness and School Improvement, 16(4), 355-358. https://doi.10.1080/09243450500234336
Wikeley, F., Stoll, L., Murillo, J., & De Jong, R. (2005). Evaluating effective school improvement: Case studies of programmes in eight European countries and their contribution to the effective school improvement model. School Effectiveness and School Improvement, 16(4), 387-405. https://doi.10.1080/09243450500234617
Williams, S. M. (2015). The future of principal preparation and principal evaluation: Reflections of the current policy context for school leaders. Journal of Research on Leadership Education, 10(3), 222-225. DOI: 10.1177/1942775115621159
Yukl, G., & Lepsinger, R. (2005). Why integrating the leading and managing roles is essential for organizational effectiveness. Organizational Dynamics, 34(4), 361–375. https://doi.10.1016/j.orgdyn.2005.08.004
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Published
2020-11-26
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Ahi, B., & Tabak, H. (2020). School closure resulting from a bad school management approach: An early childhood teacher narrative. Southeast Asia Early Childhood Journal, 9(2), 82–96. https://doi.org/10.37134/saecj.vol9.no2.6.2020
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