Når grunnbemanningen øker: Lederhandlinger og handlingsrom i barnehagen

Abstract

This article explores how unit leaders navigate increased staffing in Norwegian kindergartens. Drawing on qualitative interviews from a pilot project that added two employees in two different classrooms in each kindergarten, the study adopts a practice-oriented leadership perspective. Findings indicate that higher staffing levels expand leadership opportunities while introducing greater complexity. Unit leaders exercise leadership through communication, resource allocation, informal interactions, and professional support, leveraging relational proximity and accessibility to foster learning, direction, and pedagogical quality. The article contributes empirical insights into leadership practices within contexts of enhanced staffing.

Keywords: Unit leaders, kindergarten, increased staffing, leadership practices, leadership as social practice