The Culturally and Linguistically Diverse Workforce in Early Childhood Education: Findings From a National Survey of Australian Centre‐Based Services

ABSTRACT Culturally responsive early childhood education (ECE) environments can increase child and family participation, enhance service quality, and improve developmental outcomes for children. Educators from culturally and linguistically diverse (CALD) backgrounds contribute to inclusive ECE and are crucial for addressing workforce shortages. The National Children's Education and Care Workforce Strategy (2022–2031) (ACECQA, 2021) promotes workforce diversity, including efforts to attract overseas‐trained educators. However, limited national data on CALD educators has hindered targeted policy and support development. This study conducted a national survey of ECE directors to profile the CALD workforce in centre‐based services. Results showed that 77% of the 502 participating services employed permanent CALD staff, 49% employed casual CALD staff, and 18% reported no CALD employees. Metropolitan and for‐profit services reported higher proportions of CALD educators than regional/rural and not‐for‐profit services. CALD educators were well‐qualified relative to the 2021 National Early Childhood Education and Care Workforce Census, but were less likely to hold leadership roles as centre directors. The findings underscore the need to recognise CALD educators in national workforce data and policy frameworks. Targeted strategies are needed to support career progression and retention, critical to fulfilling the goals of the National Workforce Strategy for a culturally diverse ECE workforce.