This report provides an analysis and evaluation of a program designed to introduce a select group of leaders in Early Childhood settings to the application of gratitude within this context, driven by the research question, How does the application of the practice of gratitude influence relationships and self-efficacy within the leadership role in Early Childhood?

Dr Kerry Howells and Dr Megan Gibson were invited by the Anglican Schools Commission (ASC) to apply their considerable and significant backgrounds in their respective fields to design and deliver a purpose-built program, which was called Leading with Gratitude in Early Childhood, to support the learning and development goals of the leaders who were invited to participate in this program.

The program consisted of four modules, where different aspects of gratitude were explored in depth and in ways that participants could practise between each session. The program was co-facilitated and researched by Dr Howells and Dr Gibson. The modules were supported by materials that were designed specifically for this program by Dr Kerry Howells, as well as the implementation of her book, Gratitude in Education: A Radical View which was read by participants as part of a book club that was central to each module. Focus groups were conducted at the beginning of modules 2, 3 & 4.

Outcomes of the program, called Leading with Gratitude in Early Childhood<.i>, were evaluated through the application of a participatory action research model that drew on focus group and interview data. The research question guiding both the design of the program and the research methods, was: How does the application of the practice of gratitude influence relationships and self-efficacy within the leadership role in Early Childhood?