“What's your hurry?” – Tensions of time in pedagogical leadership

Early childhood centre leaders (leaders) state that they do not have enough time for pedagogical leadership (FINEEC, 2023; OAJ, 2020; Siippainen et al., 2021). In this study, pedagogical leadership is understood broadly, encompassing most of a leader's tasks aiming to lead, influence, or develop pedagogy (see Heikka et al., 2024; Kristiansen et al., 2021; Parrila & Fonsén, 2017). The aim of the study is to analyse the ways in which leaders reflect on time in relation to pedagogical leadership. The theoretical framing is based on an analytical perspective on time in ECEC intertwined with social constructionism (Burr, 2015). The data collection was carried out in 2022-2023 through semi-structured interviews with leaders (N = 14) from Swedish-speaking parts of Finland. A qualitative analysis was conducted using discourse analysis as methodological approach (Anderson & Holloway, 2020; Haider & Bawden, 2007). The analysis yielded four discourses, which articulate that time in relation to pedagogical leadership is characterised by dealing with strict clock time, demands and lack of time, but it also invites reflective presence in the moment. Timefullness (Swinton, 2017) emerges as a contrasting discourse and reflection appears as a central element in shaping an understanding of time within the context of pedagogical leadership.