Purpose

Early childhood education (ECE) centre directors have to meet various leadership demands at present, and this has become even more important in a time of extensive policy changes. There is little research on work-related stress from the perspective of ECE directors. The purpose of this study was therefore to enhance one’s knowledge of (a) what ECE centre directors perceive to be work-related stressors; (b) what causes stressful situations; and (c) how they cope with the identified stressors.

Design/methodology/approach

Eighty directors from three groups in part-time leadership education programmes participated between 2017 and 2020. Data was collected through class discussions and whiteboard notes, focus group interviews with 24 directors and student role-play scenarios that were acted out in class.

Findings

The findings illustrated three main categories of stressors: an overwhelming number of administrative tasks, leading others and lack of social support. Unexpected findings were a lack of knowledge about coping strategies and a need for more resources so that directors can focus on pedagogical leadership.

Research limitations/implications

The study has been done in the Norwegian educational context with Norwegian ECE centre directors participating in a leadership programme. Several qualitative methods were used on three groups of centre directors. These limitations must be considered when generalizing.

Practical implications

The results can be used as guidance for supporting ECE centre directors, owners and policymakers in how to develop and sustain leadership and increase well-being and work satisfaction.

Originality/value

The current study is among the few ones focussing on perceived stressors among centre directors and the consequent coping in the early childhood setting.

中文翻译：

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幼儿中心主任应对压力：消防员和神谕

目的

幼儿教育（ECE）中心主任目前必须满足各种领导要求，在广泛的政策变化时期，这一点变得尤为重要。从欧洲经委会董事的角度，关于工作压力的研究很少。因此，本研究的目的是增强人们对以下方面的认识：（a）欧洲经委会中心主任认为与工作有关的压力源是什么；（b）造成压力情况的原因；（c）他们如何应对已确定的压力源。

设计/方法/方法

在2017年至2020年期间，来自三组的80名导演参加了非全日制领导力教育计划。通过班级讨论和白板笔记，与24位导演进行的焦点小组访谈以及在课堂上表现出来的学生角色扮演场景来收集数据。

发现

调查结果说明了压力源的三个主要类别：过多的行政任务，主导其他任务和缺乏社会支持。出乎意料的发现是缺乏关于应对策略的知识，并且需要更多的资源，以便董事可以专注于教学领导。

研究局限/意义

这项研究是在挪威教育背景下进行的，挪威ECE中心主任参加了一项领导力计划。在三组中心主任上使用了几种定性方法。概括时必须考虑这些限制。

实际影响

研究结果可作为指导欧洲经委会中心主任，业主和政策制定者如何发展和维持领导才能，提高幸福感和工作满意度的指导。

创意/价值

当前的研究是为数不多的研究重点之一，这些研究集中于中心主任之间的感知压力和随之而来的对儿童早期环境的应对。