Enhancing understanding of broad-based pedagogical leadership in Finnish early childhood education through cultural artifacts

Abstract

This ethnographic case study examines the artifacts of the leadership culture of one Finnish early childhood education (ECE) center and how they appear from the perspective of broad-based pedagogical leadership. Qualitative content analysis with a directed approach was guided by Pasquale Gagliardi’s and Mary Hatch’s definitions of artifacts. In addition, artifacts were analyzed through broad-based pedagogical leadership. Based on the analysis, thirteen activities, six verbal expressions, and thirteen objects of leadership culture were found in the data. Most of the artifacts were indirect pedagogical leadership, and some had several purposes due to staff interpretations. The interpretations varied both between the leaders and the staff but also within the staff. The findings indicate that symbolic leadership is present in many leadership situations and that a lack of knowledge about the symbolic and cultural dimensions of leadership can undermine leaders’ good intentions. The results of the study can be utilized in practical work in leading organizational cultures and in structuring pedagogical leadership in ECE. Additionally, the research has theoretical implications by enriching leadership research in ECE and enhancing the concept of broad-based pedagogical leadership, which can be used in leadership training programs in the field of education.