Introduction

In my journey as an early childhood teacher in Australia, I recognise that

teaching goes hand in hand with leadership. Leadership influences how
children learn, how staff work together, and how families engage with the
service. This report outlines my commitment to transformational
leadership as the approach I aim to practice. I will explain the main
principles of this style, link it with Vygotsky’s sociocultural perspective,
and consider its implications for managing relationships with children,
colleagues, families, and the wider community. Practical strategies for
enacting this leadership style within an Early Childhood Education and
Care (ECEC) service are also shared.

The leadership style I have chosen, and key points discussed in

the unit

The leadership approach I have chosen to pursue is transformational

leadership. Throughout our course, this style was described as one that
centres on inspiration, collaboration, and professional growth. Unlike
transactional leadership, which is largely task-driven, transformational
leadership relies on developing a clear vision, nurturing strong
relationships, and motivating others to achieve more than they thought
possible (Bass & Riggio, 2006).

What appealed to me most about this style is how naturally it aligns with
the collective and team-based nature of ECEC services. During tutorials,
we examined how transformational leaders communicate shared goals
and instil a sense of enthusiasm in their teams (Rodd, 2020). They
establish expectations but also provide encouragement and resources so
colleagues feel supported to reach these goals. This is vital in early
childhood settings, where teamwork directly impacts the quality of
children’s experiences (Douglass, 2019).

I was also drawn to the idea that leadership is relational rather than
hierarchical. In other words, leadership is about creating opportunities for
others to contribute meaningfully, regardless of formal roles or titles
(Waniganayake et al., 2024). A transformational leader values input from
colleagues, families, and the community, recognising strengths and
encouraging innovation. This resonates strongly with my belief that
learning and leadership are processes we construct together.

The principles of transformational leadership

Transformational leadership is often explained through four interconnected
elements, commonly called the “Four I’s” (Bass & Riggio, 2006). These
elements guide how leaders support, inspire, and influence those around
them.

1. Idealised Influence (leading by example): A transformational

leader models the values and behaviours they expect from others.
This builds trust and credibility. For me, this means demonstrating
respect, integrity, and professionalism in all interactions so that
families and colleagues know I am consistent in both word and
action (Siraj-Blatchford & Manni, 2007).

2. Inspirational Motivation (vision and encouragement): Such

leaders articulate a positive and convincing vision for the future and
keep the team motivated even in difficult circumstances. In my role,
I will ensure our centre’s philosophy—such as our commitment to
inclusion and play-based learning—is not just a document but a
lived vision that inspires staff and families (Stamopoulos & Barblett,
2018).

3. Intellectual Stimulation (encouraging innovation):

Transformational leaders challenge existing practices and encourage
others to think critically and creatively. I intend to foster this by
posing reflective questions during team meetings and supporting
colleagues to try new pedagogical approaches without fear of failure
(Carter et al., 2020).

4. Individualised Consideration (mentorship and support):

Leaders recognise and respond to individual needs, offering tailored
guidance and opportunities for growth. In an ECEC service, this
could mean mentoring a new teacher through curriculum
documentation or supporting an experienced educator to lead a
special project that matches their strengths (Colmer, 2008).

Together, these principles create an environment where people feel

motivated, empowered, and respected. They also connect closely with
distributed leadership, where responsibility is shared among the team
rather than concentrated in one role (Harris, 2008). This not only
strengthens individuals but also enriches the service as a whole.

Theoretical underpinnings of transformational leadership

The concept of transformational leadership was first introduced by Burns

(1978), who described it as a process where leaders and followers raise
each other to higher levels of motivation and morality. Bass (1990) later
expanded on this by identifying the behaviours that define
transformational leadership and emphasising its potential to reshape
organisational culture.

The approach aligns well with Vygotsky’s sociocultural theory, which

views learning as a socially mediated process (Vygotsky, 1978). Central to
this theory are the ideas of the More Knowledgeable Other and the Zone
of Proximal Development. Just as children learn best when guided by a
more skilled peer or adult, educators can grow professionally when
supported by an experienced mentor. In my leadership, I interpret this as
scaffolding the learning of colleagues: providing close guidance at first,
then stepping back as their confidence and competence develop.

Sociocultural perspectives also highlight the importance of context and

culture in shaping learning (Bronfenbrenner & Morris, 2006). Similarly,
transformational leadership recognises that effective leaders adapt their
style to suit the people, environment, and purpose at hand (Waniganayake
et al., 2017). For example, leading in a culturally diverse service requires
sensitivity to varied practices and perspectives.

A further theoretical underpinning is the shift from traditional, top-down

models of leadership to more collaborative and ethical approaches.
Research suggests that effective early childhood leadership is not about
control but about collective responsibility and shared values (Hard &
Jónsdóttir, 2013; Siraj-Blatchford & Hallet, 2014). This is echoed in the
EYLF v2.0, which identifies collaborative leadership as a principle of
quality practice (AGDE, 2022).

Together, transformational leadership theory and sociocultural

perspectives provide a strong foundation for my role in ECEC. They affirm
that leadership is relational, contextual, and aimed at collective growth.

How transformational leadership influences management of an

ECEC service

Children

Children may not be aware of leadership styles, but they are directly
affected by the culture leadership creates. Transformational leadership
motivates educators to reflect and innovate, which improves the
curriculum and strengthens pedagogy (Douglass, 2019). This supports
EYLF outcomes, particularly those relating to identity, wellbeing, and
learning (AGDE, 2022). By consistently modelling respectful and caring
interactions, I also set standards for behaviour that children internalise
over time.
Families

Families are central partners in children’s learning. A transformational

leader prioritises genuine collaboration, ensuring families feel welcomed
and respected as contributors to the program. For example, I could
organise forums where parents share their aspirations for their child, and
together we plan ways to reflect these in the curriculum. This aligns with
NQS Quality Area 6, which highlights the importance of collaborative
partnerships with families (ACECQA, 2025).

Staff

Transformational leadership has a strong impact on staff morale and

development. By offering mentoring, acknowledging strengths, and
promoting collaboration, I can help foster a positive workplace where
educators feel valued and motivated (Fonsén, 2013). This directly
supports NQS Quality Area 7, which calls for leaders to build a professional
learning community (ACECQA, 2025). When educators are empowered,
they bring creativity and passion to their teaching, improving the service
overall.

Community

Beyond the service, transformational leadership encourages building

strong links with the community. Working with local schools, libraries, and
cultural organisations provides rich experiences for children and families.
It also connects with advocacy, as leaders play a role in promoting the
value of early childhood education in society (Stamopoulos & Barblett,
2018). Through these efforts, the service becomes an active part of the
community, raising both its profile and its impact.

Practical examples of enacting transformational leadership

 Mentoring new staff: I will support new educators through

structured check-ins, offering guidance with curriculum planning and
gradually encouraging independence. This mirrors Vygotsky’s idea
of scaffolding and reflects transformational principles of
individualised support.

 Collaborative professional learning: I plan to organise regular

“learning circles” where educators share insights from training or
research and discuss practical applications. This fosters reflection
and ensures professional learning is a shared responsibility.

 Daily motivation and recognition: At morning briefings, I will not

only cover tasks but also highlight achievements and share positive
 reflections. This sets a constructive tone for the day and reinforces
our collective goals.

 Family engagement: I intend to coordinate events such as cultural

celebration weeks, inviting families to share traditions, stories, or
skills. This strengthens inclusion and ensures families see
themselves as partners in the curriculum.

 Community involvement: Building connections with local

services, schools, and advocacy groups will be a priority. I also hope
to promote the importance of play-based learning in community
forums, ensuring our service contributes to wider discussions about
quality education.

These examples show how transformational leadership can be embedded

into everyday practice. They create an environment where children,
families, educators, and communities feel connected and empowered.

Conclusion

This report has reflected on my aspiration to adopt transformational

leadership as an early childhood teacher in Australia. I have explained its
principles, considered its theoretical foundations, and shown how it aligns
with Vygotsky’s sociocultural theory. I have also examined how this
leadership style shapes relationships with children, families, staff, and the
community, and provided practical strategies for enacting it in daily
practice. By grounding my approach in the EYLF v2.0 and the NQS, I aim
to create a service culture where collaboration, respect, and shared vision
drive everything we do. Transformational leadership, at its core, enables
me to guide with purpose and compassion, ensuring that our service
thrives as a learning community for all.
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