Abstract
The current research is a pioneering mixed-method study investigating the perspectives of 177 early childhood educators (ECEs) in Israel during the challenges of the October 7th war launched by Hamas. It examines their role in maintaining stability amid wartime uncertainty, using a theoretical framework of adaptive and agile leadership. The research addresses a gap in literature regarding ECEs perspectives in wartime, aiming to contribute valuable insights to the academic discourse, focusing on how ECEs’ leadership manifested at that time. Findings reveal significant responsibilities, management complexities, and emotional burdens faced by educators following the outbreak of war. While head kindergarten teachers showed greater perceptions of leadership qualities compared to their assistants, no significant correlation was found between leadership perception and workplace safety. Kindergarten teachers (KTs) reported lower safety levels. Changes at work correlated with positive perceptions of functioning and safety. Qualitative analysis highlighted adaptive responses to maintain safety and address needs, including changes in location, schedules, readiness for war, emotional and pedagogical aspects, and staffing. The correlation between the hierarchical position of KTs within the management structure and their perceptions of leadership, responsibility, and safety during this period is unmistakable.
Presenters
Yonit NissimLecturer and Researcher, Faculty of Education, Tel Hai Academic College, HaZafon, Israel
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Early Childhood Educators, War, Agility, Leadership
