¹Ewa, Gegbazi Moses,
²Ewa, Moses Apie PhD,
³Abutiang, Peter Ukpanukpong

^1,3Department of Primary Education, School of Early Childhood Care and Primary Education, Cross River State College of Education, Akamkpa, P.M.B. 1171, Calabar, Nigeria

²Department of Educational Foundations and Childhood Education, Faculty of Education, University of Cross River State, P.M.B. 1123, Calabar, Nigeria

In the analysis of this paper the authors investigate a leadership model that can facilitate effectiveness in the early childhood education (ECE) in developing regions, including Africa. Leadership components that indicate multilevel collaboration among stakeholders appear to hold huge advantages ensuring the success of the early years education. Distributed leadership emerged in literature as a leadership model that is increasingly becoming popular in the 21st century as a means to engage, motivate and empower stakeholders in education to share roles in leadership in concert with the school head to ensure the development of the ECE. The attention drawn to distributed leadership is because it seems to enable a movement from the traditional ways were leadership resides in an individual acting as a lone school leader to a practice that allows teachers, parents and even children to actively participate in decision making and influencing positive changes at school. Such a leadership pattern is also preferable as it seems to be flexible in its application to reflect context.

distributed leadership, early childhood education, school, participant empowerment, developing countries.

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Volume 05 Issue 09 September 2022

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