The role of leadership, teacher quality and parental decision-making in choosing a kindergarten

Vezetői szerep, pedagógusminőség és szülői döntések az óvodaválasztásban

Abstract

The study explores what constitutes a „good enough” kindergarten in the context of contemporary social and institutional changes. It argues that, in contrast to the frequently emphasized aspects of infrastructure, the quality of early childhood education is primarly determined by human factors. The analysis focuses on the interrelations between leadership, teacher quality and authenticity, and parental decision-making in kindergarten selection. Drawing on relevant literature and the author’s professional experience, the study highlights the central role of value-based, consistent leadership and reflective, empathetic pedagogical practice. It also points out that, beyond visible institutional features, emotional and relational factors – particularly the personality and credibility of the teacher – play a decisive role in parents’ choices. The findings emphasize the importance of careful teacher selection and ongoing professional support. The study suggests that more complex approaches to assessing professional suitability, along with stronger mental health and professional support systems, could contribute to improving educational quality. Overall, the paper contributes to a reinterpretation of the concept of a „good enough” kindergarten, underlining the decisive role of human relationships and professional authenticity.