Shaping Transformational Instructional Leaders in Early Childhood Education: A Reflection on the "Foundation for Learning" Course Impact Across Kenya, Uganda, and Tanzania

Abstract

Teachers promoted without formal leadership training often lead small early years schools across Kenya, Uganda, and Tanzania, and face critical instructional and community engagement challenges. This paper aligns with the sub-theme “Institutional Leadership for Curriculum Leadership” by examining how structured leadership development empowers teachers-in-charge to drive change in resource-constrained early childhood settings. The study aimed to explore how the Foundation for Learning Transformational Instructional Leadership Course influences the leadership identity, instructional practices, and community engagement of early childhood teachers-in-charge. The researchers used a qualitative descriptive approach and gathered data through reflective surveys from over 800 alumni across Coastal Kenya, the islands of Pemba and Ugunja, and Uganda's Arua and Koboko districts. The survey included Likert-scale self-assessments and open-ended reflections, which were analyzed thematically using Braun and Clarke's (2006) framework. The findings revealed significant shifts: participants transitioned from task-based management to confident, adaptive, and instructional leadership. Teachers reported increased use of mentoring, collaborative planning, action research, and strengthened community partnerships, which directly influenced teaching quality, learner outcomes, and school culture. However, they also highlighted persistent systemic barriers such as limited resources and the need for governance capacity-building. The study highlights the importance of integrating context-responsive, practice-based leadership preparation into early childhood education systems to enhance curriculum implementation and foster sustainable school improvement. For policymakers and practitioners, the evidence suggests that investing in school-based leadership development can foster both instructional excellence and stronger school-community relationships in under-resourced environments.