Qualitative analysis reveals systemic barriers and highlights leadership characteristics in early intervention providers, implying the need for collaborative frameworks.
Provider-based leadership is essential in early intervention (EI) and early childhood special education (ECSE), where providers play a pivotal role in supporting children with disabilities and their families through collaboration and evidence-based practices. This study explores the experiences and perceptions of 30 EI/ECSE providers, examining leadership characteristics; informal expressions of leadership through mentoring, coaching, and collaboration; and the systemic barriers and supports shaping leadership opportunities. Findings reveal the critical importance of interpersonal skills and content knowledge in fostering leadership and emphasize leadership’s organic, adaptive nature in this context. However, systemic challenges, such as time constraints and undervaluation of the profession, hinder leadership development. The study highlights disparities in leadership accessibility and the need for collaborative frameworks to address these barriers. These findings inform actionable strategies to strengthen leadership capacity, enhance systemic support, and advance equity in leadership opportunities within EI/ECSE.
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Passmore et al. (2025) studied this question.
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