The contribution of effective leadership to organizational development and change, and to the raising of achievement in different educational contexts, is widely accepted. While there has been a growing interest in early childhood education (ECE) leadership from multiple countries, including New Zealand, England, the United States, and Australia, research in this sector has been more limited and dominated by a small number of researchers. In this context, Daniel Muijs and colleagues noted that ECE leadership has not been strongly theorized or related to school leadership literature. Much of the existing literature has focused on the roles and characteristics of ECE leaders, and there has been a need to identify what effective leadership practice is in terms of processes and outcomes. There was also a lack ...

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