Culturally Inclusive Workforce Practices in Australian Early Childhood Education: Findings From a National Survey of Centre Directors

Abstract

In Australian Early Childhood Education (ECE), a culturally diverse workforce is recognised. However, little is known about how leadership shapes culturally inclusive workplaces. This cross-sectional study examined how ECE leaders promote diversity and inclusion, comparing culturally and linguistically diverse (CALD) and non-CALD directors. A national survey of centre-based service directors examined inclusive values, practices, and workplace outcomes. Descriptive and comparative analyses were conducted on 502 responses, with one-quarter identifying as CALD. While both groups of directors strongly endorsed cultural diversity, CALD directors reported lower levels of implementation of inclusive practices, indicating a gap between values and practice. They also reported more positive outcomes for CALD staff, including higher participation in further education and career advancement. These findings highlight the importance of diverse leadership and the need for organisational and sector-level strategies to reduce barriers and strengthen culturally inclusive practices in ECE settings.