Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Rebecca Curtis

Abstract

Early childhood childcare program directors face barriers that impede program quality, but there is a lack of research exploring these barriers. The purpose of this basic qualitative study was to explore perspectives of early childhood childcare center directors regarding barriers they encounter as they attempt to implement quality improvements to rate at the highest, 3-star level in the state quality rating and improvement system (QRIS). This study was grounded in Bronfenbrenner’s ecological systems theory, which notes the influence of environmental systems on the development of young children. The research question explored the perspectives of early childhood childcare center directors’ regarding barriers they encounter as they attempt to implement quality improvements to rate at the highest, 3-star level in the state QRIS. Twelve early childhood childcare center directors employed by childcare programs rated at differing quality levels were interviewed. Transcripts of the interviews were analyzed using open coding with the identification of categories and themes. The analysis resulted in the following themes: (a) a shortage of childcare educators exists, and turnover is a frequent problem; (b) in person professional development opportunities are needed, but time to attend training is limited; (c) the cost of providing quality childcare is high with parent tuition as the primary funding source; and (d) the QRIS assessment process is subjective and stressful, with results providing an incomplete appraisal of the overall childcare program. This study may promote positive social change by providing early childhood stakeholders with the perspectives of childcare center directors, which may help as they improve policies and initiatives at the federal and state level providing supports and resources necessary for quality early childhood programming.

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