Date of Award

Fall 11-25-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Dr. Marilou Ryder

Second Advisor

Dr. Mitali Gadhia

Third Advisor

Dr. Philip Pendley

Abstract

ABSTRACT

The Challenges that Nontraditional Early Childhood Educators Face When Completing Higher Education by Polixeni Pantelidou

Purpose: The purpose of this qualitative research study was to explore the challenges that non-traditional Early Childhood Education (ECE) teachers face as they pursue higher education. The study aimed to identify key barriers, motivators, and strategies that influence their educational progression and completion. It aims to identify the motivators that drive these individuals to pursue further education, the challenges they encounter once enrolled, and the strategies they employ to overcome these barriers.

Methodology: This study employed a qualitative descriptive method, engaging a select group of non-traditional ECE educators through personal interviews. These interactions provided in-depth insights into the personal and professional challenges experienced by the participants, highlighting their perseverance and the adaptive strategies they employed.

Findings: The study revealed that non-traditional ECE educators frequently encounter several significant barriers, including balancing work and family responsibilities, financial constraints, and a lack of institutional support. Despite these challenges, many educators exhibit a strong commitment to their professional growth and employ various coping strategies to manage their circumstances. Notably, the educators' intrinsic motivation and dedication to the field of early childhood education drive them to overcome these obstacles and continue their educational journeys.

Conclusion: The findings from this research corroborate existing literature on the resilience and determination of non-traditional students in higher education, specifically within the ECE field. The study highlights the necessity for targeted support systems that can enhance educational outcomes for these educators.

Recommendations: Based on the research outcomes, it is recommended that educational institutions develop more vigorous support instruments, including flexible scheduling and financial assistance programs, tailored specifically for non-traditional ECE educators. In addition, policymakers and educational leaders should consider initiatives that recognize and address the unique needs of this demographic to facilitate their academic and professional success.

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