WHAT ARE EXPERIENCED MONTESSORIANS

PERCEPTIONS WHEN IMPLEMENTING

LEADERSHIP IN MONTESSORI SETTINGS:
A QUALITATIVE RESEARCH CAPSTONE PROJECT

Sarah Beresford-Jones, Faculty of Education

November 2020

PEER REVIEWED.
SCHOLARSHIP: AUSTRALIAN RESEARCH TRAINING PROGRAM.
SUPPORTED BY MONTESSORI RESEARCH AUSTRALIA
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Contents

Abstract ……………………………………………………………………. 3

Background of study, research questions and design overview ..…………. 4

Findings ……………………………………………………....................... 5

Discussion on literature review and limitation of study ………………….. 12

References ………………………………………………………………… 16

List of Figures
Figure 1: Intrinsic Attributes of Montessori Leaders ……………… 9
Figure 2: Influences, Implementation and Compliance Affecting … 11
Montessori Leaders
Figure 3: Essential Factors to Run a Montessori Setting ………….. 12

Appendix 1: Participation Consent Form …………………………………. 19

Appendix 2: Questionnaire ……………………………………………….. 21

Appendix 3: Keystone elements of Montessori philosophy and practice … 23

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Abstract

Montessori education continues to grow in Australia, although research on leadership

in Montessori settings has not been undertaken in the Australian context. Leaders impact

children’s outcomes therefore examining Montessori’s approach to leadership is essential to

support current leaders of settings. The research problem illustrates differences in how

leaders implement a Montessori approach resulting in inconsistent approaches and variable

quality. The study seeks to understand how Montessori leadership is perceived by

experienced Montessorians. A pilot study was conducted with one participant to refine the

research process and guide conducting the main study with seven Montessori trained alumni.

Qualitative methods were utilised for data collection through a 14-point questionnaire. Data

was analysed through data reduction by locating key words and themes. Findings

demonstrate that an understanding of Montessori philosophy and practice was considered by

participants to be essential for effective leadership of a Montessori setting. Additionally,

Montessori leaders value placing the child as central in all aspects of operation. Furthermore,

to lead an effective Montessori setting deep levels of respect and integrity are vital. The

findings imply that Australian Montessori leaders necessitate an entrenched appreciation of

children’s developmental needs and therefore may prioritise support for trained Montessori

educators to facilitate these needs.

Key words: Montessori leadership, Montessori philosophy and practice.

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Background of study and the research question and design

Montessori education was developed as an alternative educational philosophy by

supporting the whole child’s development through nurturing the child’s desire for knowledge,

respect and understanding (Montessori, 1936). Montessori settings continue to grow with 300

settings in Australia and an estimated 20,000 settings globally (Montessori Australia

Foundation, 2018; North American Montessori Teachers Association, 2017). However, no

research on leadership has been undertaken in the Australian context, therefore this study is

essential to help support current Australian leaders of Montessori settings. Research in this

field is necessary as leaders have positive or negative impact on children’s outcomes and

development (Dempster, 2009; Duignan, 2012; Montessori, 1913; Robinson, 2007).

Experienced Montessori individuals (alumni) can provide a valuable perspective on areas

where leaders need support and how leaders embody a Montessori approach.

The design of the research study is flexible, qualitative, and exploratory. The project

utilised a questionnaire as the data collection tool, aiming to encourage participants to

articulate their perspectives (Hatch, 2002). The topic was Montessori leadership within the

context of leading a Montessori setting. Leaders of Montessori settings come from various

backgrounds and previous positions bringing a wealth of experience to their role. However,

Montessori leaders have no accepted framework which indicates inconsistent approaches and

variable quality. The study’s purpose is to investigate how a Montessori approach to

leadership is perceived in schools and centres by experienced Montessorians. The research

question for this study, therefore is how do experienced Montessorians perceive leader’s

practice of Montessori philosophy? The anticipated outcome of the study is to gain insights

from Montessori alumni, therefore adding to the understanding around this field of study.
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The research question supports the methods and sampling strategy that were

implemented. The method utilised, a questionnaire, collected empirical evidence of what is

perceived to be occurring in Montessori leadership. The sampling process included a

population of alumni Montessorians, with the sampling frame drawn from personal

knowledge of those individuals (Robson & McCartan, 2016).

Findings

The research question aims to discover experienced Montessorians perceptions on

leaders practicing Montessori philosophy in their settings. Seven respondents completed the

questionnaire, all of whom were female, with 98% of their Montessori experiences from

within the Australian context. Each participant held at least one Montessori diploma in early

childhood and had taught in Montessori settings. In addition, five participants had been

leaders during their career. The participants also held traditionally recognised qualifications

such as a diploma, masters, or degree in education.

To minimise bias and gauge transparency, the researcher utilised a questionnaire and

member checking. Member checking verified the interpretation by the researcher of the

information, contributing to the credibility of findings (Hatch, 2002). The researcher has been

involved in Montessori for over 30 years bringing a unique value and perspective to the

study. Consequently, to assist with a high level of transparency the researcher reflected

critically about their own relationship with participants, preconceptions on Montessori and

their focus when analysing results. The researcher used an evidence-based lens, kept

responses truly confidential to mitigate social desirability bias effects, and develop balanced

questions. In addition, the researcher has not applied for funding or is being influenced by

organisations and all findings regardless of outcomes can be published.

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To establish the validity of the questionnaire for collecting data, the researcher aimed

to structure the questions as free from bias as possible. The questionnaire’s size and scope are

adequate to cover this topic and were appropriate, comprehensive, and logical and allowed

for the perceptions of the participants to be established. The participants descriptions were

downloaded completely as written and interpreted and compared to other participants

contributions to establish common themes. Additionally, to establish questionnaire reliability

a pilot study was conducted, involving one alumnus assisting in testing the study process and

design to determine the projects feasibility. Furthermore, the findings helped guide the

methodology and enhanced the process by minimising unforeseen events.

Convenience nonprobability sampling was utilised as there are no datasets to draw

from (Henry, 1990) to locate alumni Montessorians in Australia. The criteria for sampling

include individuals who hold a Montessori Diploma. Additionally, individuals who have

accumulated many years in professional roles in Montessori educational settings and

organisations. To strike a balance between depth and breadth of data which was manageable

within the confines of the study, ten participants were approached. The invitations to

participate were sent via their personal emails, in addition to a participation consent form

(Appendix 1) explaining the project. The sample size of N=10 Montessori alumni was

established for questionnaire, seven responded, N=7.

Qualitative methods were utilised for data collection through sampling and

questionnaire. The participants answered the same questions, and the study followed a

deductive approach. The questionnaire consisted of 14 questions to be answered. The

questions are a combination of multiple choice and text entry (for participants to elaborate)
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(Appendix 2). The participant information includes for example nominal questions about

gender, and ordinal questions on how many years of experience in Australia:

• Questions 1-6 collect participant specific data

• Questions 7-13 collect data regarding the leadership information

• Question 14 collects data on what participants view as the largest influence on

implementing Montessori.

Data was analysed through data reduction by locating key words and themes and

developing a spreadsheet to clearly draw conclusions (Miles & Huberman, 1994). Due to the

timeframe of the study the participants were given ten days to respond with a reminder email

being sent after five days. The total participants response time did not exceed ten days.

The researcher began the data analysis by using hard-copy printouts of participants

responses to highlight key concepts, e.g. environment, financial. The gathered information

was converted into a spreadsheet to see any patterns and repetition of responses. The

headings included intrinsic attributes, main values, long term plans, communication,

supporting staff, dilemma strengths, influences, understanding of Montessori, compliance and

essential factors for leading a Montessori setting. The responses were converted into a code, a

word or short phrase that figuratively allocates a collective, relevant and capturing the spirit

of the participants response for the language used. Different participants said, ‘importance to

attuned listening’, ‘good listener’, ‘willingness to listen’ and ‘active listener’ and these slight

variations to one concept become the final code of ‘active listening’. The analysis process

took a long time as rigorous effort was exerted by the researcher to remain objective and

locate the key findings.

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Conceptualising the key concepts in the research question requires an unambiguous

definition of ‘Montessori philosophy’. As a benchmark the cornerstones of the philosophy are

those Montessori, in her training lectures, conferences and publications, stated as vitally

important to the successful implementation of her philosophy. They include fairness,

tranquillity, courage, patience, perseverance, charity (altruism), curiosity, creativity, love of

learning, humility, self-discipline, good manners and respect (Montessori, 1913; 1936).

Montessori perceived that the intrinsic attributes required for a leader in Montessori

settings are virtues and morals, such as respect, patience, and perseverance (Montessori,

1936). The participants were asked which intrinsic qualities of a Montessori leader they

discerned as the most valuable. The participants views were firstly that a commitment and

knowledge of Montessori education and philosophy was paramount. In addition, being

respectful of all those around them, such as the children, staff and school community, and

having the integrity to be accountable for their actions. The main values the participants

viewed as paramount for leaders in Montessori settings was applying Montessori’s principles

and philosophy to all in the school community through respecting and supporting staff to

implement the pedagogy. One participant said, “a leader in a Montessori school is very

specialised role. To be able to do this you must have earned the right to be considered a

Montessori leader. This is achieved through your experiences working in Montessori settings

at the grassroots level, such as gaining Montessori training, years of experience in Montessori

classrooms which develops the courage to continually stand up for the child…. every single

day.”
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INTRINSIC ATTRIBUTES OF MONTESSORI LEADERS

Respect Understanding Montessori Accountable actions

20%

30%

50%

Figure 1: Intrinsic Attributes of Montessori Leaders

Sustaining a setting over a long period of time, Montessori identified required

employing trained Montessori educators (Lillard, 2005). The participants recognised that

leaders they knew had demonstrated positive long-term school development because of the

knowledge and understanding of Montessori philosophy and practice. Implementing inclusive

planning utilising staff’s strengths and involving the school community whilst placing

children as the central focus leads to school improvement. Always placing the child as central

to all decisions thereby creating a child-centered setting not an adult orientated one.

The participants indicated that the main way leaders communicated respectfully was

through active listening and appreciating the various views of staff and the community within

the shared philosophy. Leaders supported professional development and growth of staff

through encouraging and financial contributions to Montessori training and conferences. In

addition, Montessori leaders encouraged and supported educators to observe in other

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classrooms and schools as professional development opportunities. One participant stated that

“leaders who demonstrate this tended to be those with a deep understanding of Montessori

philosophy and methodology and/or those with a natural leaning towards altruism.”

Furthermore, when dealing with dilemmas the participants suggested that Montessori leaders

listen, understand the situation objectively and initiate solutions with compassion and honesty

in a positive way. As one participant said it is a “willingness to resolve the dilemma to the

betterment of those involved with the vision of promoting the child as the core reason for any

decision”.

The influences on a leader’s ability to implement a Montessori approach was, all the

participants stated, their level of understanding, knowledge and commitment to the

Montessori philosophy and practice. The main ways leaders demonstrated how to implement

Montessori philosophy was through supporting, or hiring, trained Montessori educators to

make decisions. Moreover, the need to maintain a high standard of Montessori materials in

the classrooms. Additionally, practical examples for classrooms, such as maintaining a three-

year mixed age group and emphasis on development of children’s life skills were seen as

essential. Government compliance was found by the participants to be extremely intrusive

with administration requirements increased leading to reduced time on maintaining

Montessori authenticity. One participant referred to it as “a battle to be understood” and

another said “increased administration requirements take away from our key aims including

the prepared environment, children, support staff, parents. In Montessori it is particularly

challenging as the surveys/tests we are required to do to receive government funding are

standardised. We need to marry Montessori philosophy on paper which is very time

consuming”.

.
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INFLUENCES, IMPLEMENTATION AND COMPLIANCE

AFFECTING MONTESSORI LEADERS
Commitment/undertanding of Montessori Respect of all Time aligning Montessori to compliance

29%

57%

14%

Figure 2: Influences, Implementation and Compliance Affecting Montessori Leaders

The essential factors required to lead a Montessori setting the participants revealed

included supporting educators to deliver Montessori education in the prepared environments

to the child. The leader requires an understanding of government funding and finance, as well

as how to remain compliant with government requirements. It was anticipated that

participants would have placed more emphasis on a person’s motivation to lead a Montessori

setting which is one of the researchers own experiences. Participants spoke about having

“authentic deep understanding of Montessori philosophy…in practice”.

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ESSENTIAL FACTORS TO RUN A MONTESSORI SETTING

Support Educators Support child & environments Funding & Finance
Leaders intent/motivation Compliance

8%

25%

25%

25%
17%

Figure 3: Essential Factors to Run a Montessori Setting

Overall, the findings demonstrate that an understanding of Montessori philosophy and

practice was considered by participants to be essential for effective leadership of a

Montessori setting. Lillard stated that “understanding Montessori requires deep and sustained

study” (Lillard, 2019, p. 958). Additionally, Montessori leaders value placing the child as

central in all aspects of operation. Furthermore, to lead an effective Montessori setting deep

levels of respect and integrity are vital. The findings imply that Australian Montessori leaders

necessitate an entrenched appreciation of children’s developmental needs and therefore

prioritising support for trained Montessori educators to facilitate these needs.

Discussion

Little empirical data-driven research has been conducted in this field with only five

theses on Montessori leadership retrieved through the American Montessori Society website

(American Montessori Society, 2020). Bennetts, (2017), Castaneda, (2016), Castillo, (2017),
 Page 13 of 22

Kambrich, (2018), and Mackenzie, (1994) all carried out thesis studies in the USA on

Montessori leadership. The researchers found that leader’s implementation of Montessori’s

values depended on their depth of knowledge on Montessori philosophy and practice.

Montessori leadership must be grounded in Montessori principles and morals. The leader

must place the child in a central position, similar to how the class educator operates, and

create a school environment that best supports Montessori principles. These findings align

with participants perceptions.

The research studies, additionally, highlighted that aspects of some leadership

theories, such as ethical, are relevant for supporting Montessori leaders. The participants

indirectly referred to leadership theories through their descriptions of the leaders. A variety of

biographical works highlight Montessori’s own leadership approach. Kramer, (1976),

Standing, (1957) and Trabalzini, (2011) propose that Montessori demonstrated different

models of leadership during her lifetime, such as servant (Appendix 4). Leaders of

Montessori settings may align some facets of their approach with specific attributes of some

leadership theories. Indeed, moral values are cultivated by ethical leaders (Sergiovanni,

2001), and authentic leadership emphasises humility, looking after others and demonstrating

ethics and morals to build trust (Whitehead, 2009). In addition, servant leadership focuses on

leaders needs coming second to the followers (Greenleaf, 1970), meanwhile Shaefer (2011)

found that Montessori teachers leading their classrooms demonstrates distributed leadership.

Montessori motivated her follower’s to the highest level of commitment which constitutes a

focus of transformational leadership (Burns, 2003) and she clearly had children positioned

firmly at the centre of the leadership role, as evidenced by the instructional leadership model

(Gumus et al., 2016).

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Montessori leaders comply with Australian government laws and requirements set out

under The Australian Education Act 2013 (Independent Schools of Australia [ISA], 2020).

Independent schools can receive government funding if they are non-for-profit organisations

and make a commitment to the 2008 Melbourne Declaration on Educational Goals for Young

Australians (ISA, 2020). Settings undergo a registration and accreditation process to maintain

an operating licence, which include implementing the Australian curriculum and the Early

Years Learning Framework. One of the leader’s roles is to maintain Montessori standards in

this process. The empirical research did not review leadership and Australian government

compliance as all the studies were conducted in the USA.

As keys to her philosophy and decision making for settings Montessori said people’s

character requires virtues of ‘humility and patience’ (Standing, 1957, p. 299). There is

considerable literature on leaders requiring skills, attributes, virtues and traits to lead (Ebbeck

& Waninagayake, 2003; Lillard, 2005; Montessori, 1936; Rodd, 2013). Montessori felt

virtues and morals are an intrinsic Montessori attribute. She defined morality as our

relationships and life with others to live together peacefully, ‘the rightness and wrongness of

actions’ (Standing, 1957, p. 114). Cornerstone elements of Montessori education establish

definitions for the system to operate (Montessori, 1913; Joosten, 1970; Lillard, 2005). These

elements include the prepared educators and leaders, observations of the children and class,

multi-aged classes based on the planes of development, uninterrupted work periods, specific

developmental designed materials, following the child’s interests, individualised learning and

a prepared environment (Appendix 3). Some of these were mentioned by participants, the

most prominent was the prepared educators and leaders.

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In summary the influence of leadership approaches and the key factors which embody

a Montessori approach to education have been highlighted. In addition, reviewing the

literature exposes how little research has been carried out in the field of a Montessori

leadership approach.

Limitations to the study include the lack of previous studies in this field. The sample

is a little small to be representative of the wider Montessori community, therefore there is no

aim for generalisability. As a class-based project there were constraints on time and therefore

the size of the sample and study. The current pandemic did not allow for travel around

Australia resulting in face to face interviews not occurring.

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References

American Montessori Society [AMS]. (2020). The American Montessori Society.

https://amshq.org/

Bennetts, K. (2017). The Montessori Leader. (Doctoral Thesis), Monash University,

Australia.

Burns, J. M. (2003). Transforming leadership: A new pursuit of happiness. London: Atlantic

Books.

Castaneda, D. E. (2016). Leadership based on Montessori's values for early childhood

administrators. Doctoral dissertation from Saint Mary's College of California.

Castillo, P. (2017). Montessori Leadership: History, Context and a Collective Vision for the
Future. (Master of Science in Education – Montessori Masters), University of
Wisconsin, Wyoming.

Dempster, N. (2009). Leadership & Learning: Making connections Down Under. Springer
International Handbooks of Education: International Handbook of Leadership and
Learning, 89-102.

Duignan, P. (2012). Educational Leadership (2nd ed.). New York: Cambridge University
Press.

Ebbeck, M., & Waniganayake, M. (2003). Early childhood professional: Leading today and
tomorrow. Sydney, Australia: Maclennan & Petty.

Greenleaf, R. K. & Spears, L. C. (2002). Servant leadership: A journey into the nature of
legitimate power and greatness. New York: Paulist Press.

Gumus, S., Bellibas, M., Esen, M., & Gumus, E. (2016). A systematic review of studies on
leadership models in educational research from 1980 to 2014. Educational
Management Administration & Leadership, 46(1), 25-48.
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Hatch, J. A. (2002). Doing Qualitative Research in Education Settings. Albany: State

University of New York Press.

Henry, G. (1990). Practical sampling. Newbury Park, CA: Sage.

Independent Schools of Australia, (ISA). (2020). ISA website. https://isa.edu.au/about-

independent-schools/about-independent-schools/autonomy-and-accountability/

Joosten, A. M. (1970). Foundations of Montessori Pedagogy. India: Indian Montessori

Training Courses (A.M.I.).

Kramer, R. (1976). Maria Montessori: A Biography. USA: Perseus Publishing.

Lillard, A. (2005). Montessori: The Science Behind the Genius. New York: Oxford
University Press.

Lillard, A. (2019). Lillard, A. (2019). Shunned and Admired: Montessori, Self-

Determination, and a Case for Radical School Reform. Educational Psychology
Review (31), 939–965

McKenzie, G. K. (1994). Instructional leadership practices of Montessori public school

principals: The Montessori teachers' perspective (Doctoral Thesis), Texas Tech
University, USA.

Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new

methods, (2 Ed.). Thousand Oaks, CA: Sage.

Montessori, M. (1913). The Montessori Method: Scientific pedagogy as applied to child

education in the Children's Houses. New York: Schoken Books.

Montessori, M. (1936). The Secret of Childhood. London: Sangham Books Ltd.

Montessori Auastralia Foundation (MAF). (2018). Annual Reports. Retrieved from

 Page 18 of 22

https://montessori.org.au/publications/annual-report/

North American Montessori Teachers Association, (NAMTA). (2017). How many

Montessori schools in the world. www.montessori-namta.org/faq/Montessori... /How-
many-Montessori-schools-are-there

Robinson, V. (2007). School Leadership and student outcomes: identifying what works and
why. ACEL Monograph series, 41, 5-27.

Robson, C. & McCartan, K. (2016). Real World Research: a resource for users of social
research methods in applied settings (4th ed). UK: Wiley.

Rodd, J. (2013). Leadership in Early Childhood: The pathway to professionalism (4 ed.).

Australia: Allen & Unwin.

Schaefer, L. (2011). A reflection on leadership in a Montessori context. Montessori

Leadership, 16-22.

Sergiovanni, T. J. (2007). Leadership as stewardship. In The Jossey-Bass reader on

educational leadership (75-92). San Francisco, CA: Jossey-Bass.

Standing, E. M. (1957). Maria Montessori: Her life and work. New York: Plume Book.
Penguin Group.

Trabalzini, P. (2011). The Many Seasons of the Montessori Method Maria Montessori
Through the Seasons of the "Method'. NAMTA Journal, 36(2).

Whitehead, G. (2009). Adolescent leadership development: Building a case for an

authenticity framework. Educational Management Administration and Leadership,
37(6), 847-872.
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Appendix 1 Participation Consent form

NB: Please read this form, but you are not required to sign and return it.

University of Canberra Participation Information Consent Form

Project Title: “What are experienced Montessorians perceptions of the implementation of

leadership in Montessori settings?”

Researcher
Name: Sarah Beresford-Jones, u32101070
Faculty: Education
Phone:
Email:

Supervisor
Name: DPP
Phone:
Email: DPP@canberra.edu.au

Project Aim
The aim of this research is to investigate the Montessori approach to leadership in Australia.
How the Montessori approach to leadership is practiced and perceived by ex-Montessorians.

Benefits of the Project

The information gained from the research will be used to understand how a Montessori
leadership approach can be enacted successfully, furthermore highlighting if there are limits
or difficulties to this enactment.

General Outline of the Project

In Australia there are in operation over 300 Montessori settings effecting the potential of
thousands of children (Montessori Schools and Centers Australia, [MSCA] 2020), all led by a
variety of leadership styles, and having varied outcomes and successes. The project will
explore Montessori’s approach to leadership from the perspective of experienced Montessori
individuals (alumni) can provide a valuable insight to how leaders embody a Montessori
approach. Moreover, little empirical data-driven research has been completed in the
Montessori leadership field and none within the Australian context. The study examines how
leaders are influenced by stakeholder’s perspectives, Montessori organisations’ advice and
government legislation and requirements. The study will outline core elements of the
Montessori approach to education and philosophy and some established educational
leadership theories that may align with Montessori leadership themes, such as the need for
altruism, humility and patience. Through using a mixed methods approach, distributing a
questionnaire and interviewing alumni, the study seeks insights of the behaviors in leaders
that support Montessori’s vision. The anticipated outcome is that through re-examining
Montessori’s approach it will inform and expand current and future Montessori leadership.

Participant Involvement
Participants who agree to participate in the research will be asked to:
1. Complete a 17-question questionnaire within a one-week window
2. Supply comments to explain their views
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Participation in the research is completely voluntary and participants may, without any
penalty, decline to take part or withdraw at any time without providing an explanation or
refuse to answer a question.

Confidentiality
Only the researcher will have access to the individual information provided by participants.
Privacy and confidentiality will be assured at all times. The research outcomes will be
presented in class and written up for publication. However, the privacy and confidentiality of
individuals will be protected.

Anonymity
All reports and publications of the research will contain no information that can identify any
individual and all information will be kept in the strictest confidence. The data collected will
be secured, confidential and anonymous by removing identifiers and using pseudonyms.

Consent Form

Project Title
“What is a Montessori leadership approach and what are experienced Montessorians
perceptions of the implementation of this approach?”

Consent Statement
I have read and understood the information about the research. I am not aware of any
condition that would prevent my participation, and I agree to participate in this project. I have
had the opportunity to ask questions about my participation in the research. All the questions
I have asked, have been answered to my satisfaction.

Please indicate whether you agree to participate in each of the following parts of the research
(please indicate which parts you agree to by putting a cross in the relevant box):

 Complete a questionnaire
 Agree to the information being used in future research

Name……………………………………………………………………….………………

Signature………….........................................................…………………………………..

Date ……………………………………
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Appendix 2 Questionnaire

Please indicate your choices by either removing other options or bolding your option.
Please write your answers under each question (200 words is the equivalent of a long
paragraph) and please use this just as a guide if you wish to write more, or less, please do.
Save and return the completed responses on the document by 18th October 2020.

1. Gender
Choice: M/F/non-binary

2. How many years have you been involved in Montessori?

Choice: 1-5, 6-20, 20-40, over 40 years

3. What areas have you completed Montessori training in?

Choice: 0-3, 3-6, 6-12, 12-18, leadership, other

4. What other qualifications do you hold? (200 words max)

5. What was the highest position you worked in a setting?

Choice: Director/guide, coordinator, deputy, leader/principal.

6. Have you worked all of your professional Montessori career in Australia?

Choice: yes or no
7. If no, please write down the other countries where you worked in a professional
Montessori capacity. (200 words max)
8. Please list the three main intrinsic attributes you believe a leader requires to
implement a Montessori approach. (200 words max)
9. Please list the three main Montessori values you have seen demonstrated regularly by
leaders. (200 words max)
10. In your opinion how did the leaders demonstrate a long-term view for sustaining and
supporting the Montessori setting they were leading? (200 words max)
11. List three ways the leaders communicated respectfully. (200 words max)
12. List three ways the leader supported staff professional growth and development? (200
words max)
13. List three strengths a Montessori leader requires when dealing with small and large
dilemmas? (200 words max)
14. What were the main ways leaders demonstrated an understanding of implementing
Montessori philosophy? (200 words max)
15. Explain how compliance with government bodies affect Montessori settings? (200
words max)
16. What are two essential factors needed to run a Montessori setting? (200 words max)
17. In your experience what has been the largest influence on leader’s ability to
implement a Montessori approach? (200 words max)
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Appendix 3 Keystone elements of Montessori

The keystones of Montessori education establish clear definitions for the system to operate
(Montessori, 1913; Joosten, 1970; Lillard, 2005; Lillard & McHugh, 2019):

1. Prepared educators
2. Prepared leaders
3. Observations of the children and class
4. Multi-aged classes structured on the planes of development
5. Uninterrupted work periods
6. Specific developmental designed materials
7. Individualised learning
8. Following child’s interests
9. Prepared ordered environment

All these fundamental elements are underpinned by three Montessori theories.

1. Human tendencies lead people’s development through using natural powers that can
be either fostered or impeded, depending on the educational approach (Montessori,
1936).

2. The ‘absorbent mind’ young children have is a way to describe the phenomena of the
child’s mind from birth to six years absorbing knowledge without any implicit
teaching (Montessori, 1967).

3. Sensitive periods reveal the child’s intense interest in an area at a particular time,
including language development, movement (Lillard, 2005).