A qualitative study of kindergarten teachers’ views on superintendents’ authority and power

Purpose: The study aimed to explore the authority and power of kindergarten superintendents in public education to elucidate their leadership dynamics. Design/methodology/approach: Semi-structured interviews were conducted with 24 Israeli kindergarten teachers about the authority and power of their superintendents. Thematic analysis was used to construct a description of two overarching authority categories: formal and informal. Findings: Within the realm of formal authority, two prevalent leadership types were discerned: bureaucratic management and management by exception. Each type incorporated distinct official strategies for influencing kindergarten teachers. Three predominant informal leadership types emerged – authoritarian, empowering and pedagogical – reflecting different unofficial approaches to influencing kindergarten teachers. The study elucidates the power base that underpins each leadership type, describing the resources superintendents use for influence and leverage. Originality/value: The importance of the study lies in providing valuable insights into the authority and power of kindergarten superintendent leadership in a centralized public early childhood system.