Wrestling with the Notion of Leadership and Teacher Involvement: Understanding Caribbean Teachers’ Myths and Beliefs within Global Perspectives

As developing nations continue to provide children with high-quality education, they too struggle to understand the notion of leadership and teacher involvement within the sector. This study is part of a Caribbean cross-national project on leadership in the early childhood sector funded by the government of Trinidad and Tobago and The University of the West Indies. A survey of 721 early childhood teachers in Trinidad and Tobago and Barbados provided data on their myths and beliefs about leadership. Key findings debunked the notion that teachers believed that only positional leaders can lead within ECEC settings. Intuitive understandings of the potential of distributed leadership were analysed. Global myths and beliefs were scrutinised. Global understanding and possibilities for qualitative research across borders were identified. A conceptual framework is offered for global advancement and support for teacher leaders from developing countries.