Date of Award

Summer 8-2026

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership & Workforce Development

Program/Concentration

Workforce and Organizational Development

Committee Director

Michelle E. Bartlett

Committee Member

James E. Bartlett

Committee Member

Leressa Suber

Abstract

Early childhood educators who are also parents represent an important yet understudied population within workforce development research. This qualitative narrative inquiry explored the lived experiences of early childhood educators who are also parents as they navigated workforce development programs, parenting responsibilities, and organizational practices in pursuit of career advancement and economic stability. Guided by work-family border theory (Clark, 2000) and ecological systems theory (Bronfenbrenner, 1979), the study examined how parenting responsibilities shaped engagement in workforce development opportunities and influenced professional trajectories over time.

Twenty-two early childhood educators who were also parents participated in virtual semi-structured interviews lasting approximately 60 to 90 minutes. Narrative data were analyzed using Polkinghorne’s (1995) narrative analysis framework, resulting in eight emergent themes organized around two research questions.

Findings revealed that workforce development served as both a pathway to career advancement and a source of professional affirmation, while organizational and leadership support played a significant role in shaping participants’ professional experiences. Participants demonstrated persistence and adaptability in pursuing professional growth and described economic stability as closely connected to family well-being. Parenthood was found to reshape professional perspectives, create competing demands, and influence participation in workforce development opportunities. Support systems, boundary setting, and redefining success emerged as important factors in sustaining professional engagement.

Findings suggest that workforce development systems, organizational practices, and compensation initiatives should more intentionally address the realities of working parent-educators to better support career advancement, economic stability, and long-term workforce retention within early childhood education.

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DOI

10.25777/301y-kv98

ISBN

9798193217091

ORCID

0009-0005-3047-5378

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