[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-47473-en":3,"doc-seo-47473-105":30,"detail-sidebar-cat-0-en-105":95},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":13,"seo_description":14,"update_tm":28,"read_time":29},47473,687197207639,"Asher","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",8,"Research & Report","Leadership in Early Childhood Education Case Studies of Indonesian Kindergartens","Leadership research in early childhood education has expanded globally, yet Southeast Asia—especially Indonesia—has limited empirical evidence. The study examines kindergarten-level early childhood leadership through multiple-case exploration in Indonesia using semi-structured online interviews and documentary analysis across Jakarta, Bali, North Sumatra, and South Sulawesi. Findings indicate leadership is constrained by politically dominated principal selection and heavy administrative workloads, reducing time for professional leadership and stronger parental involvement. Results inform implications for policymakers, principals, and teachers, including review and training recommendations.","Leadership of Early Childhood Education In Indonesia  \n1. Yohan Rubiyantoro, Research Fellow at SEAMEO CECCEP, Ministry of Education, Culture, Research and Technology, [Indonesia. ](Indonesia. yohan.rubiyantoro@kemdikbud.go.id)[yohan.rubiyantoro@kemdikbud.go.id](Indonesia. yohan.rubiyantoro@kemdikbud.go.id)  \n[2](2). Tony Bush, School of Education, University of Nottingham  \n[Tony.Bush@nottingham.ac.uk](Tony.Bush@nottingham.ac.uk)  \nAbstract  \nLeadership studies in early childhood education (ECE) have increased throughout the world. However, there has been only a limited amount of research conducted on this topic in Southeast Asia. The purpose of the research reported in this article was to examine early childhood leadership at the kindergarten level in Indonesia.  \nThis is an exploratory study of multiple cases in Indonesia, involving semi-structured interviews and documentary analysis. The participants were interviewed online in four regions: the capital (Jakarta), the central part (Bali), the western part (North Sumatra), and the eastern part (South Sulawesi), an example of maximum variation sampling. There were 10 participants in each case study kindergarten, heads, teachers, teaching assistants, administrative assistants, parents, and local education officers.  \nThe research shows that leadership of ECE in Indonesia is problematic, beginning with the selection process for principals, which is dominated by political considerations. Heads also appeared to be overburdened with administrative duties, such as managing budgets, updating teacher and student data, and managing assets. Therefore, they have less time to engage in other Leadership activities, such as professional leadership and parental involvement.  \nThe findings contribute to a better understanding of kindergarten leadership, in particular in Indonesia, where it is under-researched. The article concludes with implications for  \npolicymakers, principals, and teachers. These include recommendations that central government reviews the selection process for public kindergarten principals, improves leadership training for future principals and reduces the administrative burdens placed upon them.  \nKeyword: Leadership, Early Childhood Education, Kindergarten, Indonesian kindergarten  \nIntroduction  \nLeadership in early childhood education has become a global issue, and research on this topic has increased rapidly (Fonsen et al., 2022; Moss, 2006, 2013; Penn, 2011) . Research has shown that leadership is an essential component of early childhood education as it can enhance children's welfare and development (Aubrey, Godfrey and Harris al., 2013; Bush, 2013; Heikka, 2013; Bennett et al., 2003) .  \nLeadership skills and attributes in early childhood education are critical since ECE principals must serve a variety of people, including teachers, children, and parents (Aubrey et al., 2013; Bush, 2013; Heikka, 2013; Bennett et al., 2003) . Despite the importance of early childhood leadership, there is only limited empirical research on this topic in Southeast Asia, particularly in Indonesia.  \nGaol (2021) reviewed the literature on school leadership in Indonesia between 2004 and 2019, and found only 16 sources, none of which related to ECE. This paper begins to address this research gap by presenting the findings ofa study of kindergarten leadership in Indonesia.  \nECE context in Indonesia  \nIndonesia is located in Southeast Asia. Among the most populous countries in the world, Indonesia is ranked fourth after China, India, and the United States (World Population Review, 2020; Indonesian Statistics, 2021). Having more than 17,000 islands, and 706 local languages, Indonesia is the world's largest archipelagic country (Oxford Business Group, 2019; Gooszen, 2021) . In addition, Indonesia has one of the largest education systems in the world. A total of 42 million students were enrolled in almost 400,000 schools from kindergarten through highschool during the academic year 2022/20","cbCaidgcKUkNibw2","https://ap.wps.com/l/cbCaidgcKUkNibw2","pdf",285932,2,1,25,"English","en",105,"# Abstract\n# Introduction\n## Research gap and global relevance\n# ECE context in Indonesia\n## Education decentralisation and governance\n## Levels and provision (public vs private)\n# Aims and Research Questions\n## Purpose and research warrant","[{\"question\":\"What was the main purpose of the study on early childhood leadership in Indonesia?\",\"answer\":\"To examine kindergarten-level early childhood leadership in Indonesia and address a lack of empirical research on this topic in Southeast Asia.\"},{\"question\":\"How was the research conducted and where did participants come from?\",\"answer\":\"The study used an exploratory multiple-case design with semi-structured interviews and documentary analysis, with online participants from Jakarta, Bali, North Sumatra, and South Sulawesi.\"},{\"question\":\"What leadership problems were identified in Indonesian kindergartens?\",\"answer\":\"Principal selection was dominated by political considerations, and heads were overburdened with administrative duties, limiting time for professional leadership and parental involvement.\"},{\"question\":\"What recommendations does the article provide based on the findings?\",\"answer\":\"It recommends that the central government review principal selection for public kindergartens, improve leadership training for future principals, and reduce administrative burdens placed on 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was the main purpose of the study on early childhood leadership in Indonesia?","Question",{"text":75,"@type":76},"To examine kindergarten-level early childhood leadership in Indonesia and address a lack of empirical research on this topic in Southeast Asia.","Answer",{"name":78,"@type":73,"acceptedAnswer":79},"How was the research conducted and where did participants come from?",{"text":80,"@type":76},"The study used an exploratory multiple-case design with semi-structured interviews and documentary analysis, with online participants from Jakarta, Bali, North Sumatra, and South Sulawesi.",{"name":82,"@type":73,"acceptedAnswer":83},"What leadership problems were identified in Indonesian kindergartens?",{"text":84,"@type":76},"Principal selection was dominated by political considerations, and heads were overburdened with administrative duties, limiting time for professional leadership and parental involvement.",{"name":86,"@type":73,"acceptedAnswer":87},"What recommendations does the 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