Authors: Nyuma B. Musakanyi, Motshediso, R. Modise, Murunwa Dagada
Abstract: This study aimed to examine the perspectives of teachers in pedagogical leadership in Zimbabwe’s Early Childhood Development, a programme that caters to children aged three to five years. This is essential for children's overall development. Teachers' perspectives are essential to ensuring high-quality education. This study was guided by transformational leadership. The authors reviewed 59 relevant academic publications, policy documents, and reports on children, pedagogies, and leadership. Findings revealed that teachers advocated for quality education and policy reforms. Additionally, they provided supportive learning environments and advocated for partnerships with communities. Although teachers were found to be influential toward quality education, they faced challenges, including insufficient resource materials, limited funding, and inadequate training. Therefore, listening to the voices of teachers could lead to accessing staff development opportunities, engaging in policy-making efforts, and getting resources to improve learner outcomes. Although this study focused on Zimbabwe, it has global implications because teachers for early childhood existed in the international world. To ensure the development of teachers’ leadership skills, continuous teacher training, the availability of financial resources, and regular review of policies were found to be important. The study recommends the implementation of a model that strengthens pedagogical leadership through continuous professional development, partnerships with stakeholders, provision of adequate resources, and teacher involvement in policy reviews.
DOI: https://doi.org/10.5281/zenodo.19019403
