This study examines the leadership literacy of rural kindergarten principals in Guangxi, China, focusing on their administrative, pedagogical, and strategic planning competencies. Despite national initiatives to modernize early childhood education, rural school leaders face challenges in school administration, instructional leadership, and resource management. Using a three-phase research methodology, this study identifies key leadership literacy components, assesses existing and desired literacy levels, and develops a structured intervention program. A survey was conducted with 384 rural kindergarten principals, selected using Yamane's (1973) sampling formula, to evaluate their leadership literacy levels. Data analysis was performed using SPSS, with a Modified Priority Needs Index (PNI modified) used to identify gaps. The study found significant discrepancies between existing and desired literacy levels, particularly in strategic planning and fostering student-centered learning. Expert validation confirmed the relevance and feasibility of the proposed leadership literacy program, incorporating the 70:20:10 learning model, which balances experiential learning, peer coaching, and formal training. The findings suggest that enhancing leadership literacy is essential for improving early childhood education administration in rural areas. This research contributes to educational policy by proposing a scalable leadership development framework. Future research should explore long-term program impacts and the potential of digital learning platforms to bridge rural-urban disparities in leadership training.