Introduction to Literature Review

ECE is one of the most fundamental institutions in academics and general child
development. However, the administration of ECE institutions do not have many similarities
with other administrative practices in other institutions in terms of the quality of work life and
retention of staff. Culkin (1997) stated that ECE administrators deliver a complex set of services
to both the beneficiaries of the institution; the children as well as the parents. Performance is
greatly in terms of Quality of Work Life (QWL) as a result of dynamic changes in the work
environment (Shoeb Ahmad 2013). ECE administrators environment is full of responsibilities
and duties. Such responsibilities range from personnel, budget, pedagogy, adult education,
families, outreach to the community as well as attention to internal and external values (Culkin
1992).
ECE administrators like the other administrators in other institutions can resolve injustices that
may arise within the institution. Non-violence Communication (NVC) is thus one of the most
important technique they should use. According to Potter (2012), employee retention is one of
the biggest problems facing the early childhood education systems. Mitchell (1997) defined early
childhood leadership as a conceptual field develops and executes appropriate programs for young
children. The recruitment of highly qualified and dedicated administrators, as well as their
retention, is a big challenge facing the profession currently. Kagan & Bowman (1997) found that
individuals performing administrative tasks in ECE setting have little or no higher education
preparation. According to Mitchell (1997), there is no existing mandatory credential for ECE
administrators and; therefore, administrators qualification have a wide range from formal
education to the highest doctorate.
Literature on My Topic

Shoeb Ahmad (2013) in his journal stated that, quality of work life has a direct
relationship with practices that makes the employees feel comfortable and satisfied. The efforts
of improving the quality of work life has paid off in ensuring improved performance of
individuals and the general improvements of the whole institution or firm under consideration.
Shoeb Ahmad (2013) has also attributed quality of work life to several dimensions. Such
dimensions include health and safety of the workplace, job security, job satisfaction in terms of
employee participation and relevance, occupational stress and others. Several strategies
suggested by Shoeb & Ahmad, can help improve the quality work life of any institution. Such
strategies include appropriate work organization, workforce awareness and career guidance,
supportive organizational culture amongst others. All these strategies, when put in place, will
ensure a comfortable work place for all the employees.
Helen (1999) in her publication indicated that, an organization may offer several programs aimed
at enhancing quality work life. However, in most cases, the employees are not aware of such
programs and do not understand their importance.
Such programs may include provision of some benefits from the institution or organization to its
employees; however, the employees in most cases do not realize that such benefits are quality
work life oriented (Helen, 1999)

Literature on My Participants

The quality of life in ECE is a wide area that several researchers have placed their energy
and time. Kagan and Bowman (1997) in their research tried to determine the exact qualification
of early ECE administrators. There is no clear pathway to becoming an administrator in ECE.
Individuals have become ECE administrators with little or no higher education preparation in the
field (Kagan & Bowman 1997; Mitchell 1997).
A survey of nine hundred and ninety directors of ECE institutions in Illinois showed that eighty
six percent of the directors were once classroom teachers before getting into the administration
roles. However, thirty-eight percent of the directors had no preparations whatsoever in their
administrative positions (Bloom, 1992). Kagan & Bowman stated that there is no straightforward
route of becoming and ECE administrator. On the other hand, the other education system like the
school systems has a clear route to becoming an administrator in such institutions. Mostly, the
process entails participation in teacher preparation curriculums mostly offered as a four-year
training session at a college or a university. Graduates from such training sessions become
certified teachers and may teach within public school systems. Enrollment and completion of
graduate programs such as educational leadership is a requirement for such individuals to get
certification school administrators (Mitchell, 1997).
However, the process of becoming an ECE director is different. It involves an indirect
pathway and in most cases requires little or no formal education. Few college- level programs
which prepare individuals for responsibilities of ECE institutions administration exist (Mitchell,
1997; Morgan, 2000).

Sheerer & Bauer in their publication attempted to define some of the reasons, supervision
in the ECE sector is considered one of the most complex responsibilities. Sheer & Bauer (1992)
found out that; one of the reasons for the complexity of ECE supervision is attributed to the
existence of variously qualified staff in such institutions. ECE administrators have the
responsibility of managing staff that no clearly defined roles and have diverse levels of abilities,
professional development as well as experience in the field (sheer & Bauer, 1996).
The diversity of the ECE program has also been found to being one of the factors
contributing to its complexity in supervision. ECE according to Goffin (1994), exist for various
purposes ranging from serving the children and their families as well tackling challenges that are
both internal and external. Little research work on the role and work of ECE administrators exist
and; therefore, there is insufficient attention to the roles of directors. It, therefore, means that,
specific formal consensus concerning the roles of the ECE directors or administrators does not
exist (Culkin, 2000).
Culkin (2000), stated that bodies like ABC initiative have done investigations in director training
and credentialing, the investigations achieved accomplishments through initiatives like projects
at state, local and community agency level.
Children`s Defense Fund (2000), found out that; approximately thirteen million children that
have an aged below six years spend some or all their daytime and care of someone else apart
from their parents.

According to Cost, Quality and Child Outcomes Study Team (1995), it is found that
approximately eighty percent of ECE institutions offer low-quality services. Therefore, such
institutions do not offer the children opportunity to have a healthy development. Rodd (1994)
investigated the relationship between management and leadership in early childhood education
and made some findings.
Rodd found out that management entails the daily practice of the ECE directors while
leadership is a diverse field that includes several components within it. Boom (1997) on the other
hand viewed management and leadership of ECE institutions as being two related terms that are
important for achievement of the best out of an ECE program.

Literature on My Methodology

Data collection on the research work is a fundamental proof of the viability of the project
thesis. The procedures of data collection and analysis could be similar, but qualitative procedure
rely on text and image data. Denzin & Lincon (2005) stated that qualitative procedures have
diverse prospective ranging from social justice thinking. John (2007) revealed that proposal
writers discuss qualitative research in order to convince their audiences or the subject of the
legitimacy. John in his book Research Design listed the characteristics that capture both
traditional and the new advocacy, participatory and self-reflexive perspective of qualitative
inquiry (John 2007).

Such characteristics include natural setting. During such a scenario, a researcher embarks on data
collection in the field or at the site where participants experience the problem. Such a
characteristic give the chance for a face to face interaction between the researcher and the
subjects and gives the advantage of obtaining first-hand data. Another characteristic of
qualitative analysis is the principle of researcher as the key instrument. In such a case, qualitative
researchers do the data collection themselves through examination of documents, behavioral
observation of subjects as well as carrying out interviews on the subjects (John, 2007).
According to John (2007), having multiple sources of data is one of the typical characteristic of
qualitative analyzes. Relying on a single data source could lead to biasness in findings or could
lead to misleading conclusions. Other characteristics include inductive data analysis,
understanding of participants meaning and understanding of the problem. There are several other
characteristics that of qualitative analyzes as suggested by John (2007).
Data collection procedure is mandatory in data analysis. Miles and Huberman (1994)
published about four aspects of data collection procedures that exist in any research activity.
Such aspects include identification and selection of the right subjects to data collection and a
clear indication of the kind of data collected. Clear specification of types of data and going
beyond typical observation in data collection are some of the other aspects (Miles and
Huberman, 1994).
Data recording procedures ought to be strictly followed to ensure accurate data recording. John
(2007) stated several guidelines for effective and efficient data recording. The protocol should be
used for recording data while carrying out interviews. Other techniques such as taking
handwritten notes during interviews has had a long term use in data recording. They also serve as
backup for the data collected in the field.

Data analysis involves trying to derive a sense out of the raw data collected at the field
during data collection. Data analysis involves data preparation for analysis, the actual analysis of
data, making a deeper understanding of the data, making an interpretation of the large meaning
of data. (Creswell 2007; Rallis 1998).
The fines step of a data analysis process normally involves deriving the meaning or the correct
interpretation of data. Making the conclusion and capturing the essence of the data is also
considered as part of the final stages of data analysis (Lincon & Cuba, 1985). The findings of the
data after its analysis should always be valid, reliable and have a general meaning. Yin (2003)
suggested a methodology in which qualitative researchers could check and determine if their
approaches are consistent. The researchers should document the procedures of their case studies,
and they should have as much reference materials as possible to help monitor the consistency
(Yin, 2003).
Gibbs (2007), suggested a number of reliability procedures. The procedures included a regular
check on transcripts to ensure that they are valid. The accuracy and efficient coordination of
codes are important in Reporting of the findings in research work. Normally, this indicates the
final stage of the long process of data analysis. Crewell (2007), has suggested some strategies
that can help to simplify qualitative writeup. Such strategies include the use of quotes, use of
script conversation, appropriate text presentation, use of correct and acceptable formatting
amongst other strategies.