CHAPTER TWO LITERATURE REVIEW
2.6. MANAGEMENT FUNCTIONS OF ECCD DIRECTORS
2.6.5 Coordinating functions of ECCD directors
This section reviews the coordination functions of ECCD directors. Literature recognised specific coordination mechanisms utilised by ECCD directors. These include the use of ECCD centre routines, use of performance improvement plans and schedules, use of rules and
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regulations, codes of ethics for behavioural control and performance appraisal, use of reward systems, use of communication networks, a committee system of management, effective administrative leadership, clearly defined aims and objectives of ECCD programmes, use of simplified organisation and effective chain of command, meetings and in-service training workshops, and harmonised ECCD programmes and policies (Aristidou & Barrett, 2018;
Blakeney, Lavallee, Baik, Pambianco, O’Brien & Zierler, 2019; Reagans, Miron-Spektor &
Argote, 2016).
In addition to the above, the following coordination mechanisms used by directors in ECCD settings were also recognised by management scholars:
i. Use of ECCD centre organisational structure.
ii. Assigning ECCD centre tasks to committees, holding meetings with staff and parents, parents’ conferences, using various communication systems, and sharing ECCD centre philosophies, values, and norms with personnel and parents.
iii. Appointment of unit heads/coordinators at various ECCD levels.
iv. Use of reward systems such as salaries and bonuses.
v. Development and use of ECCD centre policies and standards, procedures, rules, and codes of ethics for staff and children.
vi. Coordination through established organisational management structures such as Parents Associations and centre management committees by special coordinating bodies and a detailed plan of step coordination (Carnochan, McBeath, Chuang & Austin, 2019;
Claggett & Karahanna, 2018; Pilny, Proulx, Dinh, & Bryan, 2017; Thibault & Whillans, 2018).
From the literature, it is evident that the authors agree that coordination is an important management function performed by ECCD centre directors to harmonise efforts of internal and external ECCD stakeholders towards achieving ECCD goals. The management principle of coordination is relevant to this current study because, due to the complexities surrounding ECCD centre directors’ responsibilities, an effective mechanism to achieve coordination within and outside the centre is very important. It is, therefore, necessary to explore how effectively directors of ECCD centres in Ghana coordinate the activities of internal and external ECCD stakeholders.
The next sub-section reviews literature on management control functions of ECCD directors.
62 2.6.6 Controlling functions of ECCD directors
This sub-section reviews literature on controlling functions of ECCD directors.
Smith (2018) identified the following controlling functions of ECCD directors which include setting and implementing policies, monitoring compliance with regulations, evaluating staff performance, managing budget and financial matters, and effectively managing resources. They ensure safety protocols, curriculum standards, staff guidelines, and parent participation policies are followed. They also oversee the centre's budget, manage expenses, and seek funding opportunities. Their role is to ensure efficient resource allocation and utilisation.
ECCD director is also responsible for effective communication, quality assurance, problem- solving, strategic planning, and continuous professional development in early childhood education. They foster a collaborative environment, address concerns, and maintain open lines of communication with staff, parents, and stakeholders. They also handle conflicts, analyse trends, and make strategic decisions to achieve the centre's mission. They attend conferences, workshops, and training sessions to stay updated (Smith, 2022).
Previous studies conducted on the role of principals in schools focused on understanding of what principals are expected to do. The findings revealed that the management function of controlling could be achieved through various mechanisms. For example, in educational set-ups such as ECCD centres, directors can achieve the controlling function by ensuring that essential teaching and learning resources such as toys, play materials, human resources, and financial resources are provided in sufficient quantity (Lunenburg, 2016; Musingafi et al., 2014). Furthermore, the provision of instructional leadership through supervision, vetting of learner plans, and mentorship have also been cited by some authors as controlling mechanisms (Chiedozie &
Victor, 2017; Ombonga & Ongaga, 2017; Onuma, 2016).
Researchers argue that controlling is a compulsory management function of ECCD centre directors. This is because programme enactment and goal accomplishment are the major responsibilities of ECCD centre directors (Dos & Savas, 2015). In addition, Lunenburg (2016) and Musingafi et al. (2014) assert that checking progress and adjusting the degree of goal
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attainment makes the management function of controlling a required management practice in ECCD centres.
Some authors contend that ECCD centre directors’ management function of controlling involves setting personnel’s performance standards, evaluating work performance with set standards, and taking remedial or corrective actions (Dos & Savas, 2015; Hallinger & Murphy, 2012). Agih (2015) indicated that controlling is an important function of ECCD directors because it allows directors to monitor, assess and supervise instruction, implement ECCD programmes, and attain quality ECCD outcomes at the centres.
Studies revealed that ECCD directors could achieve coordination through establishing monitoring standards of ECCD service provision, visits to classrooms and observation of curriculum implementation activities such as teaching and learning, and vetting of termly, weekly, and daily learner plans prepared by caregivers and teachers (Osiri, Piliiyesi & Ateka, 2019). Other coordination mechanisms include taking inventory of curriculum materials and teaching and learning resources to determine their availability for effective and efficient curriculum implementation, examining test results, undertaking performance appraisals at centres, appraisals of employee performance, establishing new performance standards, and articulating recommendations based on the existing established standards. Controlling can also be achieved through classroom visits and observation of interaction between children, teachers and caregivers (Kieleko et al., 2017; Kotirde et al., 2014; Madukwe et al., 2019; Musingafi et al., 2014).
Elliott (2015) and Ndungu, Allan, and Bomett (2015) further contend that performance appraisal increases the quality of ECCD outcomes. Hence, ECCD directors could use employee performance appraisal as an effective means of controlling the performance of the caregivers and teachers in ECCD centre to increase their service provision, ultimately leading to improved ECCD outcomes.
From the above discussions, it is apparent that ECCD directors’ controlling function involves establishing monitoring criteria and standards, evaluating real performance with established standards, and devising curative actions. The management function of controlling is relevant to
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this study because it guides the activities of ECCD directors and other stakeholders toward achieving ECCD goals. Hence, it is necessary to explore how ECCD directors enact controlling functions in their centres in the Ghanaian context.