Teacher Leadership Repertoires in the Context of Early Childhood Education Team Meetings in Finland


  • Leena Halttunen University of Jyväskylä, Finland
  • Manjula Waniganayake Macquarie University, Australia
  • Johanna Heikka University of Eastern Finland, Joensuu, Finland


early childhood education, leadership, pedagogical leadership, teacher leadership


This study investigates teacher leadership in Early Childhood Education (ECE) settings in Finland. We used discursive analysis to investigate repertoires of teacher leaders during weekly team meetings organized by staff teams. In Finland, a staff team usually comprises of an ECE teacher – who is the team leader, and two childcare nurses. In this study ECE teachers are understood as being teacher leaders (Fairman & McKenzie, 2012). The study identifies four repertoires of teacher leadership: 1. collaborative teacher leadership; 2. supportive teacher leadership; 3. professional expertise; and 4. legitimation. Understanding teacher leadership is fundamental to enacting pedagogical leadership in staff teams at an ECE center. This study informs ECE teacher education on how to prepare teachers to take on leadership roles and responsibilities by developing appropriate knowledge and skills through the enactment of teacher leadership. In this way, this study contributes to pedagogical development within the ECE sector.






Peer-reviewed articles