From professional isolation to effective leadership: preschool teacher-directors’ strategies of shared leadership and pedagogy

This study aims to investigate preschool teacher-directors’ sense of professional isolation, and discover the origins of their isolation at work and coping methods. The qualitative paradigm was the research method. The sample comprised 25 preschool teacher-directors in public municipal preschools, and the semi-structured interview method was used. The findings of this study extend our understanding of preschool teacher’s sense of professional isolation, the origins of their isolation and the coping strategies they use to cope with their isolation such as professional support, professional cooperation, initiating educational projects, and professional development. The results demonstrate that professional strategies possessing aspects of shared leadership and pedagogy are the most effective.