Positive workplace culture in early childhood education and care: Leadership, communication and organisation

Abstract

Educators’ well-being and workplace culture is increasingly recognised as central to the quality of early childhood education. Research has pointed to rising levels of stress, workload, and risk of burnout among teachers, highlighting the need for organisational environments that support both professional practice and educators’ well-being. While previous studies have established links between leadership, workplace culture, and well-being in schools, less is known about how positive and health-promoting workplace cultures are actively developed in the everyday practices of preschools through collaboration between leaders and staff.

The aim of this study was to explore how a preschool principal, in collaboration with educators, can contribute to the development of a positive and health-promoting workplace culture. The study is based on an action research project conducted in one Icelandic preschool, where systematic efforts were made to develop communication practices and organisational structures over time. The research followed an iterative process of analysis, action, reflection, and re-evaluation. Data were generated through multiple sources, including educator reflections, a research diary, meeting documentation, and two rounds of semi-structured interviews with four department heads. This approach enabled an in-depth exploration of both processes and experiences, capturing how changes unfolded over time within the organisation.

The study is theoretically framed by Schein’s conceptualisation of organisational culture and the Job Demands–Resources (JD-R) model. Together, these frameworks provide a lens for understanding workplace culture as a dynamic interplay between shared values, everyday practices, and underlying assumptions, as well as the balance between job demands and supportive resources. In this context, workplace culture is not only an outcome of organisational processes but also a key condition shaping educators’ access to resources such as support, clarity, collaboration, and professional agency.

The findings highlight three interrelated dimensions as central to the development of a positive workplace culture: shared responsibility among staff, clear and visible leadership, and systematic work with communication and organisational structures. A key intervention in the study was the collaborative development of a communication charter, involving all staff members. The findings indicate that this process strengthened shared ownership, made values more explicit, and contributed to more constructive and respectful interactions. Importantly, the communication charter became embedded in daily practice and functioned as a living framework guiding everyday interactions, rather than only remaining a formal document. The study also highlights the significance of organisational clarity and regular communication structures. The introduction of fixed meeting times, clearer roles, and accessible meeting documentation contributed to improved information flow, increased predictability, and reduced uncertainty in daily work. These organisational practices functioned as important resources, supporting educators in navigating demanding working conditions, including staff shortages and time pressure. Leadership emerged as a crucial factor in shaping workplace culture. The findings emphasise the importance of visible, relational leadership characterised by accessibility, active listening, and engagement in everyday practice. Small, consistent actions, such as being present across departments, greeting staff, and maintaining open communication, were found to have a meaningful impact on trust, morale, and the overall social climate. In addition, peer support among department heads played a significant role, providing a structured space for shared reflection, mutual support, and professional learning. This contributed to a shift from more fragmented practices towards a stronger sense of collective responsibility and organisational coherence.

The findings suggest that workplace culture is continuously shaped through the interaction of structural conditions and social practices. While high job demands remained present throughout the study, the strengthening of supportive resources, particularly through communication, collaboration, and leadership, helped mitigate their negative effects. This underscores the importance of focusing not only on reducing demands but also on actively building and sustaining resources within the workplace. The study contributes to existing research by providing a detailed, practice-based account of how a positive and health-promoting workplace culture can be developed within a preschool setting. It highlights that such development is a shared and ongoing process, requiring both leadership and collective engagement. The findings underline the importance of intentional, sustained work with communication, organisational structures, and leadership practices in creating conditions that support educators’ well-being and professional agency