ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships
The National Quality Framework was implemented in early childhood education and care (ECEC), leading to an administrative burden related to Quality Improvement Plans (QIPs). This qualitative study, using grounded theory, identifies the QIP’s impact on educator role-identity, and the ripple-effect of...
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| Format: | Thesis |
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Curtin University
2017
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| Online Access: | http://hdl.handle.net/20.500.11937/65367 |
| _version_ | 1848761128488796160 |
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| author | Bullock, Deborah Ann |
| author_facet | Bullock, Deborah Ann |
| author_sort | Bullock, Deborah Ann |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | The National Quality Framework was implemented in early childhood education and care (ECEC), leading to an administrative burden related to Quality Improvement Plans (QIPs). This qualitative study, using grounded theory, identifies the QIP’s impact on educator role-identity, and the ripple-effect of the burden on their personal and professional life. The impact is explained as learning, psychological and compliance costs, while interpretation of policy, individual characteristics and situational factors in ECEC contexts influence the perceived burden. |
| first_indexed | 2025-11-14T10:26:45Z |
| format | Thesis |
| id | curtin-20.500.11937-65367 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T10:26:45Z |
| publishDate | 2017 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-653672018-02-08T07:34:46Z ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships Bullock, Deborah Ann The National Quality Framework was implemented in early childhood education and care (ECEC), leading to an administrative burden related to Quality Improvement Plans (QIPs). This qualitative study, using grounded theory, identifies the QIP’s impact on educator role-identity, and the ripple-effect of the burden on their personal and professional life. The impact is explained as learning, psychological and compliance costs, while interpretation of policy, individual characteristics and situational factors in ECEC contexts influence the perceived burden. 2017 Thesis http://hdl.handle.net/20.500.11937/65367 Curtin University fulltext |
| spellingShingle | Bullock, Deborah Ann ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships |
| title | ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships |
| title_full | ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships |
| title_fullStr | ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships |
| title_full_unstemmed | ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships |
| title_short | ECEC Educator Perspectives toward Administrative Burden of Quality Improvement Plans and its Impact on Role-identity and Relationships |
| title_sort | ecec educator perspectives toward administrative burden of quality improvement plans and its impact on role-identity and relationships |
| url | http://hdl.handle.net/20.500.11937/65367 |