The role of distributed leadership in early childhood education: a case study

Effective leadership is vital for the high-quality early childhood education and care (ECEC) that positively impacts children’s development. Despite the recognised importance of leadership, there is limited understanding of diverse leadership approaches employed in early childhood, such as distributed leadership (DL). This qualitative case study examined DL within an early learning setting in NSW, Australia, using Theory of Practice Architectures. Data were collected through walk-and-talk interviews, observations, and field notes with early childhood professionals, and analysed using thematic analysis. Findings revealed that DL is a dynamic, collaborative approach valuing fairness, trust and empowerment. Specific language, resource, and social relationship arrangements significantly influenced DL enactment. Cultural practices, such as collective decision-making and fostering autonomy, facilitated DL, while tensions in decision-making and perceived disparities posed barriers. Transparent decision-making and practices, such as those related to the grouping of children and work arrangements, were both enabling and constraining factors. Online communication platforms enhanced transparency and inclusivity. Social-political arrangements involving shared authority emphasised the need to redefine power dynamics of DL. A comprehensive understanding of these factors can advance DL to meet the evolving needs of the early childhood sector.