Date of Award

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

First Advisor

Dr. Joyce T. Harth

Second Advisor

Dr. Randal Eplin

Third Advisor

Dr. Sarah J. Yates

Abstract

Professional development models for early childhood (EC) leaders are often generic and deficit-focused, overlooking their diverse strengths, contexts, and experiences. This study addressed that gap by exploring how EC leaders identify and leverage their strengths to enhance leadership effectiveness and how professional development can be differentiated to meet their unique needs. Using a qualitative phenomenological design, eight EC leaders representing varied educational backgrounds and community contexts were engaged. Semi-structured interviews captured their lived experiences, which were analyzed thematically through the lens of the strengths-ecological leadership framework designed by the researcher that integrated individualized professional development, strengths-based leadership, and ecological systems. Findings revealed that effective leaders consistently drew on personal strengths such as relational capacity, resilience, and advocacy to navigate systemic challenges. Participants emphasized the value of reflective, collaborative, and context-responsive professional development that builds on existing competencies rather than deficits. Leaders also identified the need for differentiated professional development aligned with their current realities. The study concluded that professional development grounded in strengths-based, reflective, and ecological principles can prepare EC leaders to drive systemic change benefiting children, families, and communities.

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