Date of Conferral

8-4-2026

Date of Award

August 2026

Degree

Ph.D.

School

Education

Advisor

Donald Yarosz

Abstract

The problem that was addressed in this study is that research into early childhood leadership has focused on early childhood directors and programs for leadership, but little research has been conducted on early childhood teachers’ (ECTs’) perceptions of the ECT leadership. Guided by the McCormick Center Whole Leadership Framework, the purpose of this basic qualitative study was to explore ECTs’ perceptions on characteristics of teachers as leaders, their leadership experiences, and their leadership skill development in a Midwestern U.S. state. Data were collected through semistructured interviews with 10 ECTs employed in licensed early childhood centers serving children from birth through age 5. Through thematic analysis the following four themes emerged: Teachers perceived (a) relationship building as a core leadership practice; (b) that leadership skills can be developed through professional learning; (c) that modeling and mentoring of emerging leaders was an effective strategy for learning leadership skills; and (d) that leaders should have leadership practices that support both classroom and staff development. In addition to the themes, analysis identified emerging concepts related to ethics, policy awareness, trauma-informed practice, and resistance to change. The findings suggested that teacher leadership extends beyond classroom instruction through relationship building, mentoring, and professional learning. The implications for positive social change may include informing professional development in ECT leadership practices that build the capacity of the early childhood workforce, which might support positive educational outcomes for children as well as foster collaborative relationships with families.

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