Mörk, Svava BjörgHreiðarsdóttir, Anna Elísa2026-02-022026-02-022025-05-30Mörk, S B & Hreiðarsdóttir, A E 2025, 'Frá hlaupara til leiðtoga : Áhrif breytinga á starfsumhverfi og faglegt starf í leikskólum', Netla. https://doi.org/10.24270/netla.2025/81670-0244246663193b61ee4b7-1153-4226-be21-e86c13fd2a5eORCID: /0000-0002-1094-1010/work/186835608https://hdl.handle.net/20.500.11815/8019Gjaldfrjáls sex klukkustunda leikskóladvöl var innleidd í Akureyrarbæ og Kópavogsbæ í þeim tilgangi að bæta starfsumhverfi starfsmanna og þjónustu við börn. Tilgangur þessarar rannsóknar var að kanna hvernig leikskólastjórar upplifðu og brugðust við innleiðingu sex klukkustunda gjaldfrjálsrar leikskóladvalar hjá bæjunum tveimur og hvaða áhrif breytingarnar höfðu á faglegt starf, stjórnunarhætti og innra starf leikskólanna. Sérstaklega var skoðað hvaða þættir höfðu mest áhrif á stjórnendur og hverjar væntingar þeirra væru til áframhaldandi þróunar. Tekin voru rýnihópaviðtöl við stjórnendur 17 leikskóla þar sem þeir miðluðu reynslu sinni og mati á breytingunum. Niðurstöður sýndu að breytingarnar höfðu í för með sér tækifæri sem birtust að mati stjórnenda í faglegu starfi. Færri börn síðdegis veittu starfsfólki svigrúm til að einblína á fagleg verkefni og undirbúning, sem leiddi til aukinnar fagmennsku og ánægju meðal starfsfólks. Þátttakendur lýstu áhyggjum af að ávinningurinn gæti verið skammvinnur nema stjórnsýslan styddi við faglegt starf og stöðugleika í starfsumhverfi. Gildi rannsóknarinnar felst í að varpa ljósi á hvernig stjórnendur geta unnið með kerfislægar breytingar á faglegan hátt. Hagnýtt gildi hennar felst í mikilvægi þess að skapa varanlegan stuðning við leikskólastjórnendur og starfsfólk með áherslu á mönnun, símenntun og skýra stefnu til að tryggja sjálfbærar umbætur í leikskólastarfi.The introduction of six hours of free preschool attendance in Akureyri and Kópavogur sought to support parents while enhancing services for children. This policy shift represented a significant structural change in early childhood education, with implications for the professional work of preschool leaders and staff. This study investigates how preschool directors experienced the change, its effects on internal operations, and the strategies employed to navigate the challenges it introduced. Additionally, the study explores directors’ perspectives on the positive and negative impacts of the change, as well as their expectations for future development in the preschool system.Focus group interviews were conducted with directors from 17 preschools (nine in Kópavogur and eight in Akureyri). Participants shared their reflections on the implementation process, the challenges encountered, and the changes observed in their work environments. The study adopts a qualitative approach, utilising thematic analysis to identify key patterns and themes emerging from the data. This methodological framework enables a nuanced understanding of how systemic changes affect preschool leadership and internal practices.The findings reveal that the introduction of free preschool hours brought both opportunities and challenges. On the one hand, a decrease in the number of children present during the afternoon hours allowed staff to dedicate more time to professional tasks, including planning, development, and reflective practice. This shift fostered a greater sense of professionalism and enhanced job satisfaction among staff members. Directors noted that this restructuring supported a focus on quality education and created a more sustainable work environment.However, the findings also highlight lingering effects from prior changes, specifically the reduction in working hours, which had occurred earlier but continued to exert pressure on the work environment of preschools. These earlier changes had introduced significant challenges, particularly for preschool directors, as they struggled to manage staffing, workloads, and operational demands under the revised framework. While the current policy provided some relief in terms of creating more structured professional time, the compounded effects of prior reforms had left directors navigating a complex landscape of operational constraints and heightened demands.Participants emphasised the critical role of professional leadership and adaptive strategies in managing these cumulative challenges. They described leveraging collaborative practices, such as team-based decision-making and professional learning communities, to maintain high standards despite the pressures. These approaches supported the day-to-day operations of preschools and promoted a culture of shared responsibility and continuous improvement. The study underscores the importance of governance structures that support preschool leaders in effective adapting to systemic changes. Participants called for greater investment in recruitment and retention strategies, targeted professional development, and clear policy frameworks to ensure long-term sustainability in early childhood education.By focusing on the experiences of preschool directors during a period of structural transformation, this study contributes to a deeper understanding of the interplay between policy, practice, and leadership in early childhood education. The findings highlight both the opportunities and challenges presented by systemic changes and offer practical guidance for educators, policymakers, and leaders. In conclusion, the introduction of free preschool hours in Akureyri and Kópavogur represents a significant development in Icelandic early childhood education, with implications for professional practices and leadership. While the policy brought clear benefits, its implementation also revealed the lingering effects of previous reforms, underscoring the need for a holistic and sustained approach to change management.356987isinfo:eu-repo/semantics/openAccessBreytingarFaglegt starfLeiðtogarLeikskólarLærdómssamfélagBugun/dk/atira/pure/researchoutput/researchoutputtypes/contributiontojournal/article10.24270/netla.2025/8