The Power of Positive Leadership in Early Childhood Education

In early childhood education (ECE), leadership isn’t just about guiding a team or making decisions—it’s about shaping the entire culture of a service. The presence of positive leadership can have a profound and lasting impact, not only on the wellbeing of educators but also on the overall quality of the service provided to children and families.

Why Leadership Matters

Effective leadership in early childhood services creates supportive structures that directly impact educator wellbeing. Research shows that when leaders prioritise their own emotional competence and leadership skills, it encourages a culture where educators feel safe to express themselves and participate meaningfully in the workplace (Eadie et al., 2021; Logan et al., 2020).

Leaders are pivotal in setting the emotional tone of a service. A positive leader cultivates trust, respect, compassion, and collaboration—elements that not only improve workplace culture but also drive sustainable change and innovation in educational settings (Gibbs et al., 2019; OECD, 2021).

Positive Organisational Scholarship and ECE Leadership

Drawing from the field of Positive Organisational Scholarship (POS), leadership is reimagined as a relational and values-based practice. POS suggests that positive leadership focuses on what’s working well, building on individual and collective strengths, and fostering a climate of psychological safety and engagement. This approach is especially relevant in early learning settings, where connection and belonging are central to both educator and child development.

Positive leaders in early childhood settings demonstrate empathy, authenticity, and optimism. They understand that their role is not only to lead but to enable—to create the conditions where others can thrive.

Leadership is a Shared Responsibility

Importantly, leadership in early childhood is not confined to those with formal titles. Leadership is a dynamic process that can be enacted by anyone—educators, room leaders, mentors—who take initiative and contribute to a positive learning and working environment. However, many early childhood professionals enter the field with limited preparation for leadership and benefit greatly from targeted support and professional development (Gibbs et al., 2020).

Investing in leadership development isn’t just beneficial for individuals—it’s essential for the whole system. Educator wellbeing is interconnected and interdependent. A thriving leader creates the conditions for a thriving team.

Building on What Works

Rather than focusing solely on what needs fixing, research encourages us to build on what’s already working well. Leaders can nurture educator wellbeing by recognising achievements, supporting growth, and cultivating a shared sense of purpose. When educators feel valued and connected, they’re more likely to engage fully in their work and provide high-quality experiences for children.

Final Thoughts

Positive leadership in early childhood education is more than a nice idea—it’s a necessity. It’s the foundation for healthy teams, responsive practices, and meaningful outcomes for children and families. Whether you're a centre director, a room leader, or an educator stepping into leadership for the first time, your actions matter. By leading with compassion, curiosity, and connection, you’re not just guiding a team—you’re shaping the future of early learning.

References

Eadie, P., Levickis, P., Murray, L., Page, J., Elek, C., Church, A.  (2021) Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic. Early Childhood Education Journal.     https://doi.org/10.1007/s10643-021-01203-3

Gibbs, L., Press, F., & Wong, S. (2019). Complexity leadership theory: a framework for leading in Australian early childhood education settings.

Gibbs, L., Press, F., Wong, S., & Cumming, T. (2020). Innovative Methods for Researching Leadership Emergence. The Qualitative Report, 25(8), 2026-2043. Retrieved from               https://nsuworks.nova.edu/tqr/vol25/iss8/2

Logan, H., Cumming, T., & Wong, S. (2020). Sustaining the Work-Related Wellbeing of Early Childhood Educators: Perspectives from Key Stakeholders in Early Childhood               Organisations. International Journal of Early Childhood: Journal of OMEP, 52(1), 95.               https://doi.org/10.1007/s13158-020-00264-6