دانلود کتاب مهارتهای رهبری آکسفورد – وایرایش سوم

The call for ‘intentional leadership’ is integral to the successful delivery of quality early childhood programs. We coined this concept in our first edition 10 years ago. It has been strengthened in this new edition with local and international research. Given the contextual nature of leadership enactment, we continue to use early childhood policy developments in Australia to illustrate the complexities of implementing intentional leadership in early childhood settings today. Although perceived as a caring profession, there is now an urgent call for leadership emerging from findings of discrimination and harassment by workplace colleagues in EC settings being reported in recent Australian research. For instance, Brooker and Cumming (2019) discuss findings of exclusion from conversations and limiting access to resources. Gide and colleagues (2022) refer to bullying being related to practitioner identity, particularly for those from non-Christian or Aboriginal and Torres Straits Islander backgrounds. There is also research evidence of psychological injury related to workplace bullying (Cumming et al., 2020) and of incidents of being belittled in front of families and staff (Morgan, 2018). Based on their Australia-wide survey of 591 practitioners, MacFarland and colleagues (2022, p. 17) found “that one in four educators reported being bullied in the workplace”. Findings such as these demonstrate the critical importance of skilful leadership in preventing workplace bullying as well as effective management of conflict between colleagues when it emerges. In this third edition, we have retained the 15 chapters and basic structure of the book’s second edition:
Part 1—Contexts of leadership
Part 2—Leadership in context.