Date of Award
2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy in Education
Department
Education
First Advisor
Kathleen Peno
Abstract
Early childhood care and education (ECCE) leadership development is not given the attention it deserves. Despite the proven link between high-quality ECCE programs and positive societal outcomes, leadership development within the sector is significantly under-resourced. Because program quality is inherently tied to leadership efficacy, there is an urgent need to investigate the supports and structures that foster effective ECCE leadership. This study addressed that gap by using a qualitative multiple case study to explore how six ECCE program leaders of licensed ECCE programs from a New England state describe their leadership development, including supports and barriers they encountered and how their experiences influenced their leadership identity transformation. Guided by Douglass’s ECCE leadership ecosystems model, Lave and Wenger’s situated learning, and Noddings’s ethics of care, the study analyzed interviews and participant-generated visual data using a thematic approach. The findings expand Douglass’s model, identifying an "environment of care" and situated learning as vital drivers within supportive work environments. Social capital, gained through technical assistance, mentorship, and formalized professional learning, emerged as primary support, connecting leaders to the wider community of practice. Ultimately, the study highlights how policies, regulations, and funding impact the availability of supports throughout the ecosystem, offering clear policy implications for strengthening the ECCE leadership development systems at every level.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Weidele, Andrea, "ECCE Leadership Development: Supports, Barriers, and Identity Formation" (2026). Open Access Dissertations. Paper 4558.
https://digitalcommons.uri.edu/oa_diss/4558