This paper addresses the roles of job position in relation to early childhood leadership (ECL) and school type as a potential moderator of this relationship in China. A sample of 918 research participants, including 149 principals/vice-principals, 108 middle leaders and 661 teachers, was investigated. A three-factor model of ECL including staff management and development (SMD), peer learning and support (PLS) and communication with parents (CP) was used. By conducting linear regression analyses, it was found that the higher the job position an individual held, the more ECL practices he or she performed. The interaction terms (job position × school type) were statistically significant related to SMD and CP but not statistically significant related to PLS. In the case of public school type, the relationship between job position and CP became slightly negative. For private school type, however, it showed a curve-linear relationship. This paper indicates that teachers rarely participates in school-level decision-making due to the top-down management structure, especially in public preschools. It also suggests that the traditional preschool management system leads to preschool teachers in China are socialized as followers with no responsibilities outside classrooms.