Management Dynamics in Early Childhood Centres: An Exploration of Organising Practices of Directors of Early Childhood Centres in Ghana
This study investigates the organising practices of directors in Early Childhood Care and Development (ECCD) centres, focusing on Ghana and offering i.
Abstract:
This study investigates the organising practices of directors in Early Childhood Care and Development (ECCD) centres, focusing on Ghana and offering insights applicable to global contexts. The research examines how directors manage resources, define tasks, delegate authority, and align organisational functions to achieve operational and educational goals. From the findings, four key themes emerged: resource allocation and management, task definition and role assignment, delegation and authority, and functional integration and task alignment. Public centres demonstrated greater efficiency due to clearer role definitions and effective delegation, while private centres faced challenges such as limited resources, role ambiguity, and reluctance to delegate authority. Task alignment with organisational goals and resource optimisation were found to be critical for maintaining operational coherence and meeting educational objectives. As a major contribution, the study develops an Integrated Organising Framework to guide ECCD directors in addressing these challenges. The framework offers practical strategies for improving resource allocation, clarifying roles, and fostering organisational alignment, particularly in resource-constrained settings. By addressing identified gaps, this framework provides a systematic approach to enhancing service delivery, staff performance, and operational efficiency while remaining adaptable to policy changes and diverse community needs.
Keywords: ECCD, integrated organising framework, organising practices, resource management.
0
References
Ackah-Jnr, F. R. (2022). Enabling inclusive education: The leadership ecosystem in an early childhood-school-community context. International Journal of Leadership in Education. Advance online publication. https://doi.org/10.1080/13603124.2022.2108508
Ackah-Jnr, F. R., Appiah, J., Addo-Kissiedu, K., & Kwao, A. (2022). Early childhood education policy and practice in Ghana: Document and evidence analysis with McDonnell and Elmore’s framework of policy instruments. Multidisciplinary Journal of Educational Research, 12(3), 295–321. https://doi.org/10.447/remie.9964
Acton, K. S. (2021). School leaders as change agents: Do principals have the tools they need? Management in Education, 35(1), 43–51. https://doi.org/10.1177/0892020620927415
Agra, R. M. (2023). Implementation of school improvement plan (SIP) on the school performance: Basis for enhancement program. International Journal of Research Publications, 124(1), 1264–1274. https://doi.org/10.47119/IJRP1001241520234953
Ahasu, E., Kwao, M., Anim, C., & Zang, P. (2024). Role of community resources in education planning and delivery in Ghana. Acta Educationis Generalis, 14(1), 62–76. https://doi.org/10.2478/atd-2024-0004
Ali, S., & Abdalla, M. (2017). Leadership in early childhood care development centers. Journal of Educational Leadership and Policy, 5(2), 110–125. https://doi.org/10.1108/JELP2017.042
Asim, M., Bell, S., Boakye-Yiadom, M., Nudzor, H. P., & Mundy, K. (2024). Management practices and implementation challenges in district education directorates in Ghana. Educational Administration Quarterly. Advance online publication. https://doi.org/10.1177/0013161X241230527
Carr-Fanning, K., & Rihtman, T. (2025). Inclusive early childhood education: Exploring co-creation and the process of empowerment within participatory research and practice. Frontiers in Education, 10, Article 1474975. https://doi.org/10.3389/feduc.2025.1474975
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Denzin, N. K., & Lincoln, Y. S. (2018). The SAGE handbook of qualitative research (5th ed.). Sage.
Egwanatum, B. N., & Atakpo, T. E. (2025). Exploring effective management strategies for improving early childhood education in Delta State, Nigeria. International Journal of Research and Innovation in Applied Science, 10(2), 378–384. https://doi.org/10.51584/IJRIAS.2025.1001029
Firdaus, N. M., & Ansori, A. (2025). Optimizing management of early childhood education in community empowerment. Journal of Nonformal Education, 5(1). https://doi.org/10.15294/jne.v5i1.18532
Hagos, G., & Van Wyk, M. M. (2021). Parental involvement in children’s academic achievements: A case of Ethiopian schooling. The International Journal of Educational Organization and Leadership, 28(1), 123–140. https://doi.org/10.18848/2329-1656/CGP/v28i01/123-140
Harrison, L. J., Waniganayake, M., Brown, J., Andrews, R., Li, H., Hadley, F., Irvine, S., Barblett, L., Davis, B., & Hatzigianni, M. (2024). Structures and systems influencing quality improvement in Australian early childhood education and care centres. The Australian Educational Researcher, 51, 297–319. https://doi.org/10.1007/s13384-022-00602-8
Kabiru, L. M., Theuri, M. M., & Misiko, A. M. (2018). Organizational functions and managerial strategies. African Journal of Business Management, 12(6), 154–163. https://doi.org/10.5897/AJBM2018.8501
Kivunja, C. (2015). Leadership in early childhood education contexts: Looks, roles, and functions. Creative Education, 6, 1710–1717. https://doi.org/10.4236/ce.2015.616172
Kölemen, E. B., & Yıldırım, B. (2025). A new era in early childhood education (ECE): Teachers’ opinions on the application of artificial intelligence. Education and Information Technologies. https://doi.org/10.1007/s10639-025-13478-9
Liberman, P. (2014). Organizational behavior: Creating efficient structures. Routledge.
Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. Left Coast Press.
Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Ministry of Education, Ghana. (2018). Education strategic plan 2018–2030. Ministry of Education.
Muhamad Ridza, N. S., Ahmad, Y., Vadevello, T., & Legino, R. (2025). Enhancing early childhood care and education governance for quality standards of education in Malaysia. Environment-Behaviour Proceedings Journal, 9(SI23). https://doi.org/10.21834/e-bpj.v9iSI23.6350
Mustafa, L. M., & Pranoto, Y. K. S. (2019). The experience of kindergarten principals to provide the real similarities and differences of managerial roles in Yogyakarta City. International Journal of Academic Research in Business and Social Sciences, 9(2), 1078–1086. https://doi.org/10.6007/IJARBSS/v9-i2/5665
Nicholson, J., Kuhl, K., Maniates, H., Lin, B., & Bonetti, S. (2020). A review of the literature on leadership in early childhood: Examining epistemological foundations and considerations of social justice. Early Child Development and Care, 190(2), 91–122. https://doi.org/10.1080/03004430.2018.1455036
Organisation for Economic Co-operation and Development. (2017, June 21). Starting strong 2017: Key OECD indicators on early childhood education and care. https://doi.org/10.1787/9789264276116-en
Raikes, A., Rao, N., Yoshikawa, H., Cohrssen, C., Behrman, J., Cappa, C., Devercelli, A., Lopez Boo, F., McCoy, D., & Richter, L. (2023). Global tracking of access and quality in early childhood care and education. International Journal of Child Care and Education Policy, 17(1), 14. https://doi.org/10.1186/s40723-023-00116-5
Robbins, S. P., & Coulter, M. (2016). Management (13th ed.). Pearson Education.
United Nations Educational, Scientific and Cultural Organization. (2019). Global education monitoring report 2019: Migration, displacement and education – Building bridges, not walls. UNESCO Publishing. https://doi.org/10.54676/XDZD4287
Wood, L. M., Sebar, B., & Vecchio, N. (2020). Application of rigour and credibility in qualitative document analysis: Lessons learnt from a case study. The Qualitative Report, 25(2), 456–470. https://doi.org/10.46743/2160-3715/2020.4240
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage.