Date of Conferral
7-27-2026
Date of Award
July 2026
Degree
Ph.D.
School
Education
Advisor
Grace Lappin
Abstract
Though staff retention is essential for children's stability and security in childcare settings, there remains a gap in knowledge about the leadership practices in childcare that have implications for retaining staff. The problem addressed in this study was the need for information about the influence of leadership practices on childcare teacher retention in the United States. Grounded in Bandura’s social cognitive theory, the purpose of this basic qualitative study was to explore the leadership practices of childcare center administrators who retain childcare staff. For this basic qualitative design, semistructured interviews were conducted with 12 childcare center administrators who worked directly with staff in non-residential childcare centers in Kentucky. In vivo and deductive coding were used to analyze data with the following five themes emerging: Childcare administrators who retain staff (a) practice reflective coaching and supervision; (b) place importance on professional development; (c) recognize the importance of self and collective efficacy; (d) reflect on past and present actions; (e) and use intentionality and forethought. The implications for positive social change are that improve working conditions for childcare staff through the leadership practices found to be successful, staff retention might increase which could lead to more stable learning environments and even better outcomes for children.
Recommended Citation
DeCecco, Rebecca, "Childcare Center Administrators’ Leadership Practices to Foster Childcare Worker Retention in Non-residential Childcare Centers" (2026). Walden Dissertations and Doctoral Studies. 20443.
https://scholarworks.waldenu.edu/dissertations/20443
