“Everyone Can Be a Leader”: Early Childhood Education Leadership in a Center Serving Culturally and Linguistically Diverse Children and Families

Abstract

The aim of this study was to investigate the conceptualizations and early childhood education (ECE) leadership practices among teachers and administrators. A case study was conducted at a community ECE center that mainly serves Hispanic and Haitian immigrant children and families in Southwest Florida. Three administrators and four ECE teachers were interviewed about their views and experiences with ECE leadership. After aggregating the data into clusters, five themes emerged: (1) vision-driven leadership, (2) inclusive leadership (3) practice-focused leadership, (4) freedom and ownership vs. close supervision, and (5) advocacy for ECE. The findings indicated that the participants held a shared vision of collaborative and inclusive ECE leadership, which was expanded to include culturally and linguistically diverse children and families. Also, the teachers highlighted a pedagogical leadership style that directly impacted their everyday classroom practices to facilitate children’s and parents’ leadership experiences. All participants advocated ECE programs in which quality early care and education are ensured through inclusive leadership. Both teachers’ and administrators’ willingness to invest in leadership training and practices indicated their commitment towards a shared and democratic leadership model which is a pathway toward social justice.