Leadership and assertiveness in early childhood education in Venezuela

The main purpose of this research was to interpret leadership and assertiveness in Venezuelan early education from a postmodern perspective, with the aim of contributing to early education today. The research is framed under qualitative research supported by the interpretative phenomenological method, since it seeks to interpret, understand and know the existing reality in Venezuelan early education at the present time. The key informants consisted of one (1) director, one (1) assistant director, five (5) teachers of conventional care and one (1) teacher of non-conventional care (EFC), selected intentionally by the researcher, The information was obtained from them through the techniques of participant observation and in-depth interview, which allowed the construction and generation of pertinent reflections for the research conducted.