Principals’ Beliefs–A Crucial Aspect in Positioning Preschool Teachers and Caregivers in Relation to Teaching in Preschool Education

Abstract Since 2010, policy reform in Sweden has stipulated preschool teachers’ responsibility for teaching. In 2018, the revised preschool curriculum stipulated principals’ responsibility to create conditions for preschool teachers to take responsibility for teaching. The concept of teaching in educational policy and practices is a complex issue. This study analyses how principals’ position preschool teachers and caregivers in relation to preschool teachers’ responsibility for teaching. Building on new institutionalism, positioning theory and a qualitative research design, the results show two dimensions of positioning: principals’ positioning of preschool teachers as superior caregivers within the work team and principals’ equal positioning of caregivers and preschool teachers. The results indicate that the beliefs of principals become crucial and define their agency for how to act in positioning preschool teachers and caregivers. Principals’ beliefs significantly influence their agency in implementing curriculum and positioning of preschool teachers and caregivers and the quality of preschool education.