A leader can be described as a person who gives direction, inspiration and cause to a group of people who strive to achieve a common or similar goal (Eacott, 2011; Siraj- Blatchford & Manni, 2013). Because there are many types of leaders within an early childhood education setting, such as director, room leader, and instructional leader, it is important to define and analyze what each role requires (Siraj-Blatchford & Manni, 2013). An educational leader is defined in the National Quality Framework (NQF), where it draws on support from other documentation and literature to identify what an educational leader is (Australian Children's Education and Care Quality Authority, 2014). This essay will examine the key factors that influence the educational leader with links to leadership theories, such as contingency and transformation theories, and what being an educational leader entails. As part of the standards, laws and regulations produced by the NQF (National Quality Framework), it states that the use of the educational leader is to promote pedagogical documentation, cooperative teamwork, connecting families, communities, staff and children together and creating a positive learning environment for all stakeholders entering the setting (Australian Children's Education and Care Quality Authority, 2014 Bryant & Gibbs, 2013). The NQF specifically left element 7.1.4 open to allow for interpretation and to consider community influence (Australian Children's Education and Care Quality Authority, 2014; Bryant & Gibbs, 2013). It is also the educational leader's responsibility to provide professional learning opportunities for himself and other staff members and to collaborate on work... half of paper ......3.Green, J., & Bickley, M (2013) . Develop a “learning environment” for instructional leaders. Reflections(51), 6-7.Rodd, J. (2013). Leadership in early childhood: The path to professionalism. Sydney: Allen and Unwin.Semetsky, I. (2010). Ecoliteracy and Dewey's educational philosophy: Implications for future leaders. Foresight, 12(1), 31 - 44. Sherman, W. H., Beaty, D. M., Crum, K. S., & Peters, A. (2010). Unwritten: Young women faculty in educational leadership. Journal of Educational Administration, 48(6), 741 - 754. Siraj-Blatchford, I., & Manni, L. (2013). Effective Leadership in Early Childhood Study (ELEYS). London: Institute of Education, University of London. Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2013). Leadership: Context and complexity in early childhood education. South Melbourne: Oxford University Press.