Ethical leadership: Early childhood center directors’ perspectives and practices in a migrant community

Tunde Szecsi; Melissa Rodriguez-Meehan; Jessica Essary; Eija Hanhimäki; Raisa Carpelan; Juan Cruz Dall’Asta; Isabel Fernandez; Elina Fonsén

doi:10.37291/2717638X.202562620

Authors

Tunde Szecsi Florida Gulf Coast University https://orcid.org/0000-0002-1712-8954
Melissa Rodriguez-Meehan State University of New York https://orcid.org/0000-0002-1477-2111
Jessica Essary Florida Gulf Coast University https://orcid.org/0000-0001-9320-7227
Eija Hanhimäki University of Jyväskylä https://orcid.org/0000-0002-0982-7288
Raisa Carpelan University of Helsinki https://orcid.org/0000-0003-1925-6578
Juan Cruz Dall’Asta University of Jyväskylä https://orcid.org/0009-0002-8897-9796
Isabel Fernandez Florida Gulf Coast University https://orcid.org/0009-0008-5803-6424
Elina Fonsén University of Jyväskylä https://orcid.org/0000-0002-2547-905X

DOI:

https://doi.org/10.37291/2717638X.202562620

Keywords:

Ethical leadership, Early childhood education, Migrant community, Culturally responsive teaching

Abstract

This study explores dimensions of ethical leadership within the context of early childhood education (ECE) centers that serve families with migration experience in Florida, USA. The purpose is to understand what values and ethical principles are prioritized by the ECE center directors and how these principles are implemented. The datasets included interviews with six leaders at three centers about the directors’ leadership, observations of the center’s daily practices and reviews of policy documents. The data in this case study were analyzed by reflective thematic analysis. The findings indicated the directors’ commitment and values regarding quality education to eliminate poverty, and their awareness of the cultural and experiential background of children in migration. However, some misalignments surfaced between the expressed values, ethical principles and the centers’ daily operations, such as the limited presence of culturally responsive teaching. This research contributes to a deeper understanding of how ECE directors balance systemic policies with the holistic understanding of children in migration.

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