Groomes, DarleneJoshi, SwetaMcNair, ShannanOden, SherriWells, Caryn2024-09-252024-09-252023-01-01https://hdl.handle.net/10323/18168When a child enters school, the learning environment, mainly the teacher, becomes one of the most significant adults in their life beyond the family (Anhert et al., 2013). Teachers can therefore be constructive in enhancing different skills in children, including leadership skills. Due to the fact teachers play a vital role in children’s development, the purpose of this study was to explore teachers’ perceptions of developing leadership in children and the strategies they use (if any) to instill leadership in them. The study used a qualitative approach by using interviews, observations, and a checklist as the tools to collect data and gain a deeper understanding of how teachers develop leadership in children with a focus on the strategies that teachers use in instilling leadership in them. Eleven teachers participated in this study from one private and three public schools. Data were collected in person and virtually due to the restrictions of the COVID-19 pandemic. Findings indicated teachers were well aware of the leaders in their classroom and their leadership characteristics. Furthermore, data showed teachers established developmentally appropriate teaching practices while applying various strategies and indicated teachers lack training in developing leadership in children. Better understanding the ways in which the COVID-19 pandemic impacted leadership contribute to the field of children’s development, and the development of leadership skills in children more specifically. The present study points to the importance of teachers’ training in developing leadership in children. Future research may focus on how and in what ways virtual settings can be effective in instilling leadership in children.Child leaderCovid-19 pandemicEarly childhood educationLeadershipLeadership theoriesTeacher strategies