An examination of childcare teachers in for‐profit and non‐profit childcare centers

Examination of Work Environment Factors Relating to Burnout Syndrome of Early Childhood Educators in Greece

“…Furthermore, burnout, stress and turnover have been proved to be significant barriers to high-quality programming for children and cause deterioration in the quality of care or service provided by the staff (Cornille, Mullis, Mullis, & Shriner, 2006;Manlove, 1993;Maslach et al, 1997;Whitebook & Sakai, 2004).…”

Retention of Staff in the Early Childhood Education Workforce

“…Higher wages and cash incentives have been observed to lower turnover rates among educators (Hamre et al 2003;Gable et al 2007), but it is unclear what other environmental factors play a role. Past research, for example, has demonstrated that the availability of employee benefits such as health and disability insurance or retirement savings plans (Cornille et al 2006), reliably predict intent to remain in the field (Torquati et al 2007;Whitebrook et al 2004). And little research has examined how educators' personal characteristics, such as age and marital status, may affect their intent to stay in the field.…”

Prevalence of burnout syndrome of Greek child care workers and kindergarten teachers

“…This fact, in addition with the argument that burnout affects the quality of care and education provided (Maslach and Pines 1977;Maslach, Jackson, and Leiter 1997;McMullen and Krantz 1988;Manlove 1993;Lambert 1994;Whitebook and Sakai 2004;Cornille et al 2006;Stewart 2008) formulate the need to further examine issues concerning burnout syndrome in early childhood educators.…”

“…Stress and burnout: (1) make teachers ineffective and insufficient in their teaching roles; (2) Education 3-13 251 make teachers influence negatively their students' physical and emotional wellbeing; (3) make teachers provide significantly less information, praise and acceptance to their students; (4) make teachers interact less frequently with students; (5) affect the schools' study climate; (6) lower morale; (7) prevent the attainment of educational objectives; (8) increase the probability of teachers leaving their posts and (9) can cause confusion, aggression, avoidant behaviour, absenteeism, reduced performance in both the educator and the children, addictive behaviours, emotional and behavioural problems, relationship distress and has also professional consequences (Kokkinos, Panayiotou, and Grining et al 2010). Furthermore, burnout, in accordance with stress and turnover, have been proved to be significant barriers to high-quality programming for children and cause deterioration in the quality of care or service provided by the staff (Maslach and Pines 1977;McMullen and Krantz 1988;Manlove 1993;Lambert 1994;Maslach, Jackson, and Leiter 1997;Whitebook and Sakai 2004;Cornille et al 2006;Stewart 2008). According to Lambert (1994), burnout affects the quality of the programme in the followings ways: (1) the programme is non-stimulating, repetitive and mechanical; (2) preoccupation is with routines and rules rather than relationships with children and parents; (3) limited commitment to children and parents and (4) little preparation or planning of programme (an ad hoc approach).…”

“…If the argument that burnout affects the quality of care and education provided (Maslach and Pines 1977;McMullen and Krantz 1988;Manlove 1993;Lambert 1994;Maslach, Jackson, and Leiter 1997;Whitebook and Sakai 2004;Cornille et al 2006;Stewart 2008) -an argument that requires immediately further validation -is valid, then it becomes obvious that researchers should focus their designs' lenses on whether early childhood educators are burned-out, how the syndrome affects the quality of care and education provided and the quality of interactions between children and caregivers, and possible negative effects on children's overall development. Further, after examining those issues strategies in order to prevent, avoid and cope with the syndrome should be introduced.…”