EXPLORING THE NEXUS OF TEACHER AUTONOMY AND TEACHER LEADERSHIP IN THE CHINESE EARLY CHILDHOOD EDUCATION CONTEXT

Abstract

Teacher autonomy and teacher leadership are critical themes in the field of education. This paper aims to explore the impact of teacher autonomy on teacher leadership in early childhood education contexts through qualitative research, emphasizing the close relationship between the two and revealing how teacher autonomy fosters teacher leadership in teaching, innovation, and school reform. Semi-structured interviews were conducted with 18 kindergarten teacher leaders in China. Analysis of the interview data demonstrates the significant role of teacher autonomy in developing teacher leadership. Teacher autonomy forms a solid foundation for teacher leadership when combined with motivation and initiative to improve teaching and learning. Teachers can exert leadership within and outside the school through autonomous decision-making, professional growth, and collaborative efforts, contributing to positive educational change. Therefore, advocating for teacher autonomy is well-suited to the Chinese early childhood education system. Establishing explicit connections between teacher autonomy and leadership can provide valuable insights for improving educational practices.