Purpose

Amid systemic upheaval engendered by Taiwan’s early childhood education reforms, this study investigates the pivotal role of the Preschool Appointed Supervisor in mitigating the upheaval. It analyzes the boundary-spanning practices, development of key capabilities, enabling factors, and potential limitations of the effective fulfillment of this role.

Design/methodology/approach

Employing a qualitative case study approach, this study selected one preschool instructional supervisor who had demonstrated exceptional effectiveness in a specific county as a critical case. Through in-depth interviews with the supervisor, educational administrators, and frontline preschool principals and directors, supplemented by the analysis of documents and artifacts, the study constructed a holistic understanding of her boundary-spanning practices from multiple perspectives.

Findings/results

Findings show that while the preschool supervision system originated as a crisis-driven innovation, the individual supervisor demonstrated boundary-spanning practices developed over the course of a career, including conflict mediation, policy translation, capacity building, and supportive companionship. Her exceptional practice is rooted in a boundary-crossing career spanning teaching and administration and is driven by moral purpose. Leveraging the structural advantage of post-retirement “in-betweenness,” she acts as a “system mender” based on mutual trust. The study also finds that the scarcity of institutionalized resources and high reliance on individual practice pose risks to sustainable development.

Originality/value

This study fills an empirical gap by: 1) Mapping the developmental trajectory of a boundary spanner, from career transitions to professional practice; 2) Reconceptualizing “retirement” and “in-betweenness” as structural assets for collaborative governance; and 3) Integrating boundary spanning and system leadership theories to deepen the theoretical discourse on local governance innovation.

Policy/practical implications

These findings suggest that local governance should shift from relying on individual dedication to strategic cultivation of systemic professional capital. Policymakers should establish formal mechanisms to identify and cultivate talent with experience in both teaching and administration, supported by institutionalized resources and communities of practice, to transform individual wisdom into sustainable resilience for the overall educational system.