Need to bring Teacher Leadership in Early Childhood Education



By; Mehr Parwar

Hashoo Foundation 

Early Childhood Education (ECE) has evolved as a key concern in modern education which demands the teachers to perform as caregivers and facilitators in their schools. In Pakistan mostly, teachers are likely to spend quality of their time keeping themselves busy in the schools in setting files and calculating money and figures in the registers. Most of the primary school teachers are untrained in ECD and its requirements in education. Such teachers show nonprofessional attitude with children and parents. Parents are unaware about the importance of ECE and hence there prevails lack of cooperation, gap and misunderstanding in the schools and homes. Moreover, the principals and head teachers are failed to provide proper guidance and supervision to teachers and parents in early development period of their children. Resultantly schools fail to create a conducive environment to attract young minds towards learning.
Research in Early childhood education and development urge teachers to be leaders to bring desired results in ECE. Teacher leaderships is more like staying with teaching in classrooms with kids having busy in carrying out activities rather than spending more time in administration. Teacher leadership is more than a teacher’s routine work. It is to lead teaching and learning discourse; planning curriculum, leading other teachers in planning sharing and discussing with parents the progress and achievements of the children in learning. Teacher leadership is all about teamwork, team building, encouragement, support and this is not a single leader concept. There should be team work, distributive type of leadership style and good networking among the leaders working on same goals, helping and supporting each other with their expertise to achieve the global goal of prosperity, peace and making a world better place to live in (Harris & Spillane, 2008). Teacher leaders know how things work and how to get things done in a school community. They may shape curricula, choose instructional materials, lead professional discussions, plan staff development, or serve as instructional coaches. Teacher leadership enables practitioners to develop new skills. It connects teachers with each other and with administrators.
Teacher leaders believe in collaboration, open discussion, communication and team work. They have strong coordination and interaction along with other teachers and administrative staff. The know how to mobilize and generate resources for teaching. They try new methods, explore options and share ideas with colleagues to empower them. They create an inviting, stimulating, and honourable environment in the school. They believe in sharing as key to improve teaching and learning. They try nurture positive relationships through demonstrating more passion towards children.  They build high level of responsibility and ownership amongst the staff members through empowering teachers to find solutions appropriately and timeously.  They believe in open discussion and support others in reflecting on learning experiences. They do great work for the children.
Being visionary and possessing strong learning objectives are excellent attributes of teacher leaders. Similarly, communication and collaboration with staff and families is highly appreciated and encouraged among teacher leaders.
Having such qualities teacher leaders feel respected by the staff and therefore become confident to make suggestions or help. Moreover, important personal qualities such as empathy, trustworthiness, and approachability are another essential attribute teacher leaders possess in their personality.
Education is only sector which has direct influence to achieve this goal as education and its system shape the mind set up of the society and a country. Keeping in the view all the aspects a focus on leadership in ECE is very timely. In fact the education ministry must prepare a strategic plan to initiate leadership development programmes in ECE. However, no policy has yet been developed on what these programmes may look like. There is lack of policy that ECE is part of the non-compulsory sector and therefore the ministry has not felt responsible for promoting and supporting leadership development, seeing this as a centre’s domain.
In-fact a dire need and demand of the time is to produce ECE teachers as tomorrow’s leaders who would be ready to take more responsibility to bring desired change in their communities. A platform must be provided to them through regular trainings and on-going support in their classes by highly experts in ECE.
The provincial and district education ministers and directors must plan and organize ECE teacher leadership trainings regularly. These training must encourage teachers to take leading role to strengthen schools and to promote ECE in their communities.



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