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Contextualizing Distributed Leadership Within Early Childhood

Part 1

Distributed leadership is an important way of creating various methods and conditions for the system’s leadership across the early year’s sector and childcare, which helps improve large-scale practice. There is a need to understand the childcare organization and early learning that develops the education and teaching practice. An article by Heikka seeks to outline the new research process that exists n distributed leadership by creating a relationship between school leadership and early childhood (Heikka, et al., 2012). The article’s primary purpose is to articulate and explain the leadership adopted in distributed leadership as part of childhood practice.

Distributed leadership is “a conscious course of sharing initiative conduct so that colleagues other than the head or administrator take a functioning lead.” The initiative is characterized as any “exercises attached to the center work of the association that hierarchical individuals plan to impact the inspiration, information, influence, or practices of other authoritative individuals.” In this methodology, the administration is finished by anybody taking part in these exercises, rather than being characterized by job or position (Richard, 2013, p. 338). There is some cross-over between the hypothetical way to examine hierarchical designs of conveyed authority and practice-drove ways to deal with circulated initiative. Heikka and co-author’s 2008 paper gives a helpful foundation to the discussion around here. The article links a new research environment that focuses on distributed leadership and childhood school leadership.

Regarding early years and childcare settings, the dispersed initiative might be applied to all degrees of staff, including Support Workers, Child Development Officers, Learning Center Development Officers, Managers, Heads of Early Years, and others working inside the association. Initiative in early years settings, schools, and children focuses has been perceived as critical in increasing expectations and expanding young children’s instructive, well-being, and social results (Lumby, 2013, p. 584). From an early instruction point of view, the idea of a customary leadership working inside a various leveled framework and working in grit is not a compelling method for academic administration.

All through the association can assume liability for specific spaces growing best practice. The staff brings their characteristics, qualities, and standards to the early years setting and perceive these traits’ effect on children. The authors argue that three essential factors are learned through the research analysis (Heikka, et al., 2012, p. 40). Distributed leadership systems ensure conceptual clarity, which must be enhanced through collaboration. Successful leaders advance conveyed authority at all levels, where staff and kids are enabled and ready to take lead jobs inside and past the setting were proper. Building up a good vision, recognizing shared points, and gaining individual qualities, sway decidedly on small kids, staff, and guardians. Leadership programs help in the diversification process within the school and early childhood systems and organizations (Lumby, 2013, p. 588). Where authority is dispersed, all staff can be leaders, supporting, advancing, and further developing proof-based practice. The authors explain that distributed leadership is an essential aspect of society as it focuses on a single actor influenced by the intersection of diverse situations, structures, and stakeholders. The theoretical description of distributed leadership plays a vital role in promoting future leadership research in school and early childhood systems.

Part 2

Leadership in the organization plays an essential role in ensuring various functions and other activities are running smoothly. Leadership plays a role in contributing to the company’s decision-making processes and innovation process (Malakolunthu, et al., 2014, p. 709). An organization provides that members and the stakeholders can communicate easily in the society to facilitate activities within the organization. Some people are born to be leaders, and they have the essential skills that contribute to the organization’s development. As a teacher, I am trained to overcome challenges in the field and the classroom through several factors that include participation, communication, and contribution.

The primary purpose of training a teacher is to help define and analyze the leadership skills developed in the change. To meet the ever-changing factors surrounding social, demographic, technological, and economic factors, there is a need for teachers and schools to shape their culture towards supporting the students. For example, while practicing as a teacher, I encountered a group of children who had difficulty learning like other students. They were uncontrollable and joyful, which showed how jumpy they could get and gave me a difficult time. However, as a teacher and a leader, I knew it was my chance to use my skills to help the students and reduce stress on my side. The children acted out due to their psychological issues, which required more compassion and tenderness while directing them towards the best direction in their learning process. I took a step and helped the children understand the importance of concentration and participation in the classroom.

Analysis of the Leadership

Transformational leadership refers to a style of leadership that inspires people to adopt and relate to essential concepts that promote accountability and culture in the organization. This type of leadership inspires, motivates, and encourages others to create changes and innovation processes that help shape the organization’s future. The transformational process involves setting an example through a strong sense of culture, independence, and cooperation. The transformational leadership style focuses on changing the social and individual system through motivation and model.

MacGregor introduced transformational leadership, who stated that leaders and followers work together to advance higher success in the organization. The job each supervisor should fill in the work environment is authority (Woods & Gronn, 2009). As a teacher, I have to inspire my students to exceed success and develop their capacity in the process. Managers regularly wrongly expect that since they are the chiefs, they are additionally the leaders and that their representatives will naturally follow. In all actuality, position indicates title, not authority.

As indicated by the consequences of one review, this initiative style can likewise affect students’ well-being (Heikka, et al., 2012, p. 42). Analysts posed members to address inquiries about their boss’ authority style. A score for transformational administration is not settled dependent on characteristics like giving scholarly incitement, giving good criticism for excellent execution, showing others how it is done, and assisting representatives with feeling like they were committing the objectives of the gathering.

Researchers characterize the initiative as an interaction by which one individual impacts a gathering of people to accomplish a shared objective. To be an influential leader, the director should positively impact their partners to arrive at the association’s purposes (Heikka, et al., 2012, p. 44). A groundbreaking administration approach can assist administrators with becoming excellent leaders. This article clarifies the transformational leadership approach by talking about its qualities, shortcomings, and steps for application (Wong, 2001, p. 312). While working with the students, I realized that the only way to help change their behaviors was to help them with a path that they will follow and attribute to the organization’s culture changes. Transformational leadership aims to change the behaviors and attitudes of the students. Working with students can sometimes be tiring, which calls for understanding what they require and how I can handle each of them in the organization.

Some of the factors that outline transformational leadership attributes in the organization include motivation. I talked to the children about the importance of collaboration and concentration in the classroom to help them succeed in society. The primary purpose was to help the student live a diversified life that would change how they think and act with their peers. Additionally, I also used inspiration motivation to help transform the children and help them relate with their culture and environment. I encouraged the children with motivations to help them reach their goals in the classroom. Also, I helped the children with innovation simulation to help them channel their excess energy in the creative process that would challenge their young minds and keep them settled. Working with the children helped me behave in a way that they were willing to copy to imitate me. All the components named above are essential in the transformational process as it helps develop role models, coaches, innovators who are more productive successful (Priestly, et al., 2014, p. 4; Richard, 2013). Since transformational initiative covers a broad scope of perspectives inside authority, a director has no particular strides to follow. Turning into a successful transformative leader is an iterative interaction. This implies that cognizant exertion should be made to embrace a transformational style (Malakolunthu, et al., 2014).

Transformational leadership style has the primary purpose of ensuring that leaders and teachers can easily determine the organization’s ultimate success. Most organizations that understand and help their members change their behaviors work together to succeed. The leadership style has been highly effective to me and the students who proved to be more engaged with innovation stimulations to control their oversensitive behavior in society. The one way to ensure there is improvement in leadership skills is to assess the current traits of leaderships and find how the strengths help benefit the group involved. Exploiting the skills will ensure that people can improve on their performances and promote the organization’s goal.


Heikka, J., Waniganayake, M. & Eeva, H., 2012. Contextualizing Distributed Ledaership Within Eraly Childhood Education: Current Understandings, Resaeerch Evidence and Future Challenges. Educational Managemnet Administration and Ledaership, 1(41), pp. 30-44.

Lumby, J., 2013. Distributed Leadership: The Uses and Abuses of Power. Educational Managemnet and Ledaership, 5(41), pp. 581-597.

Malakolunthu, S., McBeath, J. & Swaffield, S., 2014. Improving the quality of teaching and learning through ledaership for learning: Changing scenarios in basic schools of Ghana. Educational Managemnet and Ledaership, 42(5), pp. 701-717.

Priestly, M., Biesta, G. & Robinson, S., 2014. Teacher agency: what is it and why does it matter?.

Richard, N., 2013. Adolescent Leadership: The Female Voice. Educational Management Administration & Leadership, 3(41), pp. 336-351.

Wong, K.-C., 2001. Chinese culture and leadership. Journal of Ledaership in Education, 4(4), pp. 309-319.

Woods, P. & Gronn, P., 2009. Nurturing Democracy. The Contribution of Distributed Ledaership to a democratic Organizational Landscape. Educational Management Administration and Ledaership, 37(4), pp. 430-451.


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