Degree Date
3-4-2026
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Education
First Advisor
Dr. Frederick Dressen
Second Advisor
Dr. Kelly Sadlovsky
Third Advisor
Dr. Courtney Sloey
Abstract
Early childhood education (ECE) leaders navigate a historically undervalued and stigmatized profession, facing unique challenges in advocating for workforce recognition. This study examined how ECE leaders enact inclusive leadership practices despite systemic constraints. By exploring leaders' experiences across diverse organizational contexts, this research contributes to understanding professional dignity and leadership in caring professions. This qualitative study used semi-structured interviews with six early childhood leaders across diverse organizational contexts in Western Washington. Through thematic analysis, five themes emerged: (a) advocacy as an integrated leadership identity, (b) confronting occupational stigma and professional invisibility, (c) relational leadership practices as a foundation for inclusion, (d) navigating structural constraints and limits on leadership, and (e) shifts in professional identity and emotional labor. The findings reveal that ECE leaders understand advocacy as constitutive of their professional identity, that occupational stigma operates within educational institutions themselves, and that structural constraints fundamentally shape what leadership practices are possible. Recommendations are made for ECE leaders, policymakers, and scholars. For practice, prioritize relational engagement and develop advocacy as an integrated competency. For policy, address compensation inequity through wage parity legislation and mandate the inclusion of ECEs in K-12 decision-making. For scholarship, examine intersectional experiences and investigate the impacts of policy interventions. These recommendations support individual leaders while addressing systemic constraints.