Quality Of Worklife For Early Childhood Administrators through Communication - Literature review Example

LITERATURE REVIEW Name Institutional Affiliation Date Literature Review Introduction ECE is one of the most fundamental institutions in academics and general child development. However, the administration of ECE institutions does not have many similarities with other administrative practices in other institutions in terms of the quality of work life and retention of staff. Ahmad (2013)’s research unfolds that ECE administrators deliver a complex set of services to both the beneficiaries of the institution; the children as well as the parents. Performance is greatly in terms of Quality of Work Life (QWL) as a result of dynamic changes in the work environment (Ahmad, 2013). ECE administrators’ environment is full of responsibilities and duties. Such responsibilities range from personnel, budget, pedagogy, adult education, families, outreach to the community as well as attention to internal and external values. ECE administrators, like the other administrators in other institutions, can resolve injustices that may arise within the institution. Non-violence Communication (NVC) is thus one of the most important techniques they should use. Retaining an employee is one of the biggest challenges facing the early childhood education systems. Ahmad (2013) defines early childhood leadership as a conceptual field develops and executesappropriate programs for young children.The recruitment of highly qualified and dedicated administrators,as well as their retention,is a big challenge facing the profession currently. Further, he argues that individuals performing administrative tasks in ECE setting have little or no higher education preparation. There is no existing mandatory credential for ECE administrators and; therefore, administrators’ qualifications have a wide range from formal education to the highest doctorate. Literature on My Topic Ahmad (2013 states that quality of work life has a direct relationship with practices that makes the employees feel comfortable and satisfied. The efforts of improving the quality of work life has paid off in ensuring improved performance of individuals and the general improvements of the whole institution or firm under consideration. Ahmad (2013) has also attributed quality of work life to several dimensions. Such dimensions include health and safety of the workplace, job security, job satisfaction in terms of employee participation and relevance, occupational stress and others.Several strategies suggested by Ahmad, can help improve the quality work life of any institution. Such strategies include appropriate work organization, workforce awareness and career guidance, supportive organizational culture amongst others. All these strategies, when put in place, will ensure a comfortable work place for all the employees. According to International Society of Certified Employee Benefit Specialists (2000), an organization may offer several programs aimed at enhancing quality work life. However, in most cases, the employees are not aware of such programs and do not understand their importance. Such programs may include provision of some benefits from the institution or organization to its employees; however, the employees in most cases do not realize that such benefits are quality work life oriented. Literature on My Participants The quality of life in ECE is a wide area that several researchers have placed their energy and time. Sciaraffa (2004), in his research tried to determine the exact qualification of early ECE administrators. There is no clear pathway to becoming an administrator in ECE. Individuals have become ECE administrators with little or no higher education preparation in the field. A survey of nine hundred and ninety directors of ECE institutions in Illinois showed that eighty six percent of the directors were once classroom teachers before getting into the administration roles. However, thirty-eight percent of the directors had no preparations whatsoever in their administrative positions (Jorde-Bloom et. al., 1988) stated that there is no straightforward route of becoming and ECE administrator. On the other hand, the other education system like the school systems has a clear route to becoming an administrator in such institutions. Mostly, the process entails participation in teacher preparation curriculums mostly offered as a four-year training session at a college or a university. Graduates from such training sessions become certified teachers and may teach within public school systems. Enrollment and completion of graduate programs such as educational leadership is a requirement for such individuals to get certification school administrators. However, the process of becoming an ECE director is different. It involves an indirect pathway and in most cases requires little or no formal education. Few college- level programs which prepare individuals for responsibilities of ECE institutions administration exist (Sciaraffa, 2004). Sciaraffa (2004), in his publication attempted to define some of the reasons, supervision in the ECE sector is considered one of the most complex responsibilities. What makes ECE supervision complex can be attributed to the existence of variously qualified staff in such institutions. ECE administrators have the responsibility of managing staff that have no clearly defined roles and have diverse levels of abilities, professional development, as well as, experience in the field. The diversity of the ECE program is one of the factors that makes ECE complex in supervision. ECE, according to Sciaraffa (2004), exists for various purposes, ranging from serving the children and their families, as well as, tackling challenges that are both internal and external. Little research work on the role and work of ECE administrators exist and, therefore, there is insufficient attention to the roles of directors. This means that, specific formal consensus concerning the roles of the ECE directors or administrators does not exist. Sciaraffa (2004) stated that bodies like ABC initiative have done investigations in director training and credentialing, the investigations achieved accomplishments through initiatives like projects at state, local and community agency level. Children`s Defense Fund (2000), found out that; approximately thirteen million children that have an aged below six years spend some or all their daytime and care of someone else apart from their parents. According to Ryan et. al. (2011), approximately eighty percent of ECE institutions offer low-quality services. Therefore, such institutions do not offer the children opportunity to have a healthy development. Ryan investigated the relationship between management and leadership in early childhood education and discovered that management entails the daily practice of the ECE directors while leadership is a diverse field that includes several components within it. Jorde-Bloom et. al. (1988), on the other hand, viewed management and leadership of ECE institutions as being two related terms that are important for achievement of the best out of an ECE program. Literature on My Methodology Data collection on the research work is a fundamental proof of the viability of the project thesis. The procedures of data collection and analysis could be similar, but qualitative procedure rely on text and image data. Creswell (2003) states that qualitative procedures have diverse prospective, ranging from social justice to thinking. Further, he reveals that proposal writers discuss qualitative research in order to convince their audiences or the subject of the legitimacy. Creswell, in his book “Research Design” listed the characteristics that capture both traditional and the new advocacy, participatory and self-reflexive perspective of qualitative inquiry. Such characteristics include natural setting. During such a scenario, a researcher embarks on data collection in the field or at the site where participants experience the problem. Such a characteristic give the chance for a face to face interaction between the researcher and the subjects and gives the advantage of obtaining first-hand data. Another characteristic of qualitative analysis is the principle of researcher as the key instrument. In such a case, qualitative researchers do the data collection themselves through examination of documents, behavioral observation of subjects as well as carrying out interviews on the subjects. According to Creswell (2003), having multiple sources of data is one of the typical characteristic of qualitative analyzes. Relying on a single data source could lead to biasness in findings or could lead to misleading conclusions. Other characteristics include inductive data analysis, understanding of participants meaning and understanding of the problem. Data collection procedure is mandatory in data analysis. About four aspects of data collection procedures exist in any research activity. Such aspects include identification and selection of the right subjects to data collection and a clear indication of the kind of data collected. Clear specification of types of data and going beyond typical observation in data collection are some of the other aspects. Data recording procedures ought to be strictly followed to ensure accurate data recording. Creswell (2013) states several guidelines for effective and efficient data recording. The protocol should be used for recording data while carrying out interviews. Other techniques such as taking handwritten notes during interviews has had a long term use in data recording.They also serve as backup for the data collected in the field. Data analysis involves trying to derive a sense out of the raw data collected at the field during data collection. Data analysis involves data preparation for analysis, the actual analysis of data, making a deeper understanding of the data, making an interpretation of the large meaning of data (Creswell 2003). The fines step of a data analysis process normally involves deriving the meaning or the correct interpretation of data. Making the conclusion and capturing the essence of the data is also considered as part of the final stages of data analysis. The findings of the data after its analysis should always be valid, reliable and have a general meaning. Creswell (2003) suggested a methodology in which qualitative researchers could check and determine if their approaches are consistent. The researchers should document the procedures of their case studies, and they should have as much reference materials as possible to help monitor the consistency. Ilgan (2014), suggested a number of reliability procedures. The procedures included a regular check on transcripts to ensure that they are valid. The accuracy and efficient coordination of codes are important in Reporting of the findings in research work. Normally, this indicates the final stage of the long process of data analysis. Creswell (2003)’s works suggested that some strategies that can help to simplify qualitative write-up. Such strategies include the use of quotes, use of script conversation, appropriate text presentation, use of correct and acceptable formatting amongst other strategies. References Top of Form Ahmad, S. (April 01, 2013). Paradigms of quality of work life. Journal of Human Values, 19, 1, 73-82. Bottom of Form Top of Form Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks, Calif: Sage Publications. Bottom of Form Ilgan, A., Zepeda, S. J., Ata, A., & Ozu-Cengiz, O.(2014). Validity & reliability study of Quality of School Work Life(QSWL) scale. International Journal of Human Sciences, 11(2), 114-137.doi: 10.14687/ijhs.v11i2.2866. Top of Form International Society of Certified Employee Benefit Specialists. (2000). Benefits quarterly: 1996-1999. Brookfield, WI: International Society of Certified Employee Benefit Specialists. Bottom of Form Top of Form Jorde-Bloom, P., & ERIC Clearinghouse on Elementary and Early Childhood Education, Urbana, IL. (1988). Child Care Directors' Training and Qualifications. ERIC Digest. Bottom of Form Top of Form Top of Form Ryan, S., Kipnis, F., Whitebook, M., & Sakai, L. (March 01, 2011). Professional development needs of directors leading in a mixed service delivery preschool system. Early Childhood Research and Practice, 13, 1.). Sciaraffa, M. (2004).Profiles of early childhood education administrators:Looking for patterns of leadership. Baton Rouge, La: Louisiana State University. Bottom of Form Bottom of Form Read More

A survey of nine hundred and ninety directors of ECE institutions in Illinois showed that eighty six percent of the directors were once classroom teachers before getting into the administration roles. However, thirty-eight percent of the directors had no preparations whatsoever in their administrative positions (Jorde-Bloom et. al., 1988) stated that there is no straightforward route of becoming and ECE administrator. On the other hand, the other education system like the school systems has a clear route to becoming an administrator in such institutions.

Mostly, the process entails participation in teacher preparation curriculums mostly offered as a four-year training session at a college or a university. Graduates from such training sessions become certified teachers and may teach within public school systems. Enrollment and completion of graduate programs such as educational leadership is a requirement for such individuals to get certification school administrators. However, the process of becoming an ECE director is different. It involves an indirect pathway and in most cases requires little or no formal education.

Few college- level programs which prepare individuals for responsibilities of ECE institutions administration exist (Sciaraffa, 2004). Sciaraffa (2004), in his publication attempted to define some of the reasons, supervision in the ECE sector is considered one of the most complex responsibilities. What makes ECE supervision complex can be attributed to the existence of variously qualified staff in such institutions. ECE administrators have the responsibility of managing staff that have no clearly defined roles and have diverse levels of abilities, professional development, as well as, experience in the field.

The diversity of the ECE program is one of the factors that makes ECE complex in supervision. ECE, according to Sciaraffa (2004), exists for various purposes, ranging from serving the children and their families, as well as, tackling challenges that are both internal and external. Little research work on the role and work of ECE administrators exist and, therefore, there is insufficient attention to the roles of directors. This means that, specific formal consensus concerning the roles of the ECE directors or administrators does not exist.

Sciaraffa (2004) stated that bodies like ABC initiative have done investigations in director training and credentialing, the investigations achieved accomplishments through initiatives like projects at state, local and community agency level. Children`s Defense Fund (2000), found out that; approximately thirteen million children that have an aged below six years spend some or all their daytime and care of someone else apart from their parents. According to Ryan et. al. (2011), approximately eighty percent of ECE institutions offer low-quality services.

Therefore, such institutions do not offer the children opportunity to have a healthy development. Ryan investigated the relationship between management and leadership in early childhood education and discovered that management entails the daily practice of the ECE directors while leadership is a diverse field that includes several components within it. Jorde-Bloom et. al. (1988), on the other hand, viewed management and leadership of ECE institutions as being two related terms that are important for achievement of the best out of an ECE program.

Literature on My Methodology Data collection on the research work is a fundamental proof of the viability of the project thesis. The procedures of data collection and analysis could be similar, but qualitative procedure rely on text and image data. Creswell (2003) states that qualitative procedures have diverse prospective, ranging from social justice to thinking. Further, he reveals that proposal writers discuss qualitative research in order to convince their audiences or the subject of the legitimacy.

Creswell, in his book “Research Design” listed the characteristics that capture both traditional and the new advocacy, participatory and self-reflexive perspective of qualitative inquiry.

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