Leadership practices and indicators of quality, connected through internal evaluation processes in the New Zealand ECE sector

The last few years has seen a significant increase in the attention paid to leadership New Zealand early childhood education (ECE) sector, particularly guiding documents. While these provide greater clarity than previously on expectations around practice, understanding of what means and how it is implemented different contexts still needed. This article based study exploring educational practised through internal evaluation processes ECE services, practices support professional capabilities capacities teachers. Previous research highlighted that practice approach removes focus individual leader allows emerge from collective action. objectives this were: develop better processes; explore challenges or enables teachers become involved practise understand services monitor impact changes teaching made as result an evaluation.
 qualitative research, which took form interpretive case study, was framed single design with multiple units analysis. Data were gathered three participating interviews, groups observations, drew perspectives both positional leaders. A reflexive thematic data analysis employed, four key themes developed: identification leadership; supportive workplace culture; continuous improvement; effective services. Seven also identified: relational creating conditions for teamwork; engagement; knowledge expertise sharing opinions; shared decision making; facilitating accountability organisation. contributes our further