Abstract
This article examines the evolving role of leadership in the implementation of Te Whāriki within Aotearoa New Zealand’s early childhood education (ECE) sector. Drawing on qualitative data from two phases (2017 and 2023), the overall study explored how leaders and teachers had responded to both the original and refreshed versions of the curriculum. The findings reported in this article revealed a shift from hierarchical to more distributed and collaborative leadership approaches, with increased emphasis on pedagogical leadership, professional dialogue, and reflective practice. Leaders were shown to play a central role in fostering curriculum alignment, supporting teacher accountability, and embedding Te Whāriki into planning and assessment. The research highlighted ongoing challenges in distinguishing leadership from management and underscores the importance of relational and transformational leadership for effective curriculum enactment. Implications are discussed for leadership development and practice, offering insights for ECE leaders navigating the complexities of curriculum implementation.