Summary:
The purpose of this research paper was to investigate, through quantitative research, the perceptions of pre-school education supervisors in relation to the concept and application of pedagogical leadership in the structures of kindergartens. To achieve the objectives of the research, a questionnaire of four sections was used in total. The research sample consisted of heads of kindergartens in Greece and more specifically in structures in the cities of Athens (municipality of Athens) and Ioannina (municipality of Ioannina). The research showed that the highest level of priority of the participants is to get to know the children of the kindergarten and to support the educators. At the same time, they more often come into contact and cooperate with educators and parents, as well as the children accommodated in the structures. The participants believe that they themselves must promote a climate of trust and honesty, promote dialogue and cooperation between educators and create favorable conditions, so that the smooth functioning of the kindergarten is supported. At the same time, to a higher degree, they believe that supervisors should be trained and also develop professionally. The most important factor for the implementation of pedagogical leadership for the participants is the appropriate planning that supports the pedagogical work of the kindergarten and the cooperation of the parents with the kindergarten. However, in Greece, although there is a high level of cooperation between the parents and the kindergarten, at a moderate level there is an appropriate support plan for the kindergartens. An increase in the age of the participants leads to an increase in the use of pedagogical leadership methods and a higher support for the influence of the use of pedagogical leadership from the establishment of common pedagogical goals for all kindergartens. Finally, it was shown that the more important the participants consider pedagogical leadership and its use by the leadership, i.e. themselves, the higher is the level at which they use pedagogical leadership methods and give priority to them.
