Introduction
Research Questions
- How can we develop a technically sound measure of leadership at the center level to capture three elements—who leaders are (inclusive of teaching staff and center managers, whether formal or informal), what those individuals bring to their leadership (such as background, experience, beliefs, and values), and what center staff do as leaders—that reflects the perspectives of center managers and teaching staff?
- What does leadership look like in center-based ECE settings across the three leadership elements and does it vary by staff and center characteristics?
- Is there empirical support for the associations among the leadership elements and a center’s culture, climate, and communication and staff outcomes?
Leadership is important for quality improvement in center-based early care and education (ECE) settings that serve children birth to five. However, little is known about who leaders are, what leaders do, and how leadership influences quality outcomes in center-based ECE settings. Leadership can be defined by the range of staff who participate in decision-making and quality improvement and the actions they take as leaders.
The Early Care and Education Leadership Study (ExCELS), funded by the Office of Planning, Research, and Evaluation (OPRE) in the Administration for Children and Families, has three goals: (1) fill the gaps in definitions and measurement to understand how effective leadership can improve the quality of experiences for children ages birth to five in center-based ECE settings, (2) develop a measure of ECE leadership, and (3) identify actionable leadership development initiatives and methods of evaluating them. This snapshot presents the ExCELS theory of change to show what ECE leadership looks like as well as the influences on and the influences of ECE leadership.
Purpose
The ExCELS theory of change is an illustration of what leadership looks like in center-based ECE settings and how leadership by center managers and teaching staff can influence outcomes.
Key Findings and Highlights
This snapshot presents the theory of change that guided the work of the ExCELS project. It shows (1) what can influence ECE leadership, (2) what leadership looks like by illustrating who leaders are based on formal and informal roles in decision-making, change, and improvement; what individuals bring to leadership; and what center staff do as leaders to promote quality and positive outcomes; and (3) what leadership can influence in terms of outcomes for center quality, staff, and children and families.
Methods
The theory of change is based on the ExCELS review of research literature in ECE and related fields and analysis conducted during the course of the study.
Implications for Next Steps
In 2022, ExCELS created a measure to assess what leadership looks like in center-based ECE settings. This new measure can help researchers further explore and identify the critical elements necessary for effective ECE leadership for the benefit of staff, families, and children. The measure can also inform practice by pointing to areas in which center managers and teaching staff might benefit from technical assistance or professional development opportunities to develop how they participate in leadership and what they do as leaders for change and quality improvement.
Citation
A. Douglass, G. Kirby, and L. Malone. “Theory of Change of Early Care and Education Leadership for Quality Improvement.” OPRE Report #2023-097. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services, 2023.
Glossary
- ECE:
- Early care and education
- Center manager leaders:
- Staff (one or multiple) who hold formal responsibility for overseeing administrative, operational, and instructional activities within an ECE center, including a primary site leader or director
- Teaching staff leaders:
- Teaching staff (lead, head, or co-teachers and assistant teachers) who carry responsibilities in the classroom and hold formal or informal responsibilities to supervise and support other teaching staff or contribute to decision-making and center quality improvement
- Leadership:
- The combination of center manager and teaching staff leaders that exist within an ECE center, and the contributions of families to decision-making, change, and improvement