Retaining Early Childcare Educators

Jovanovic, Jessie

doi:10.1111/j.1468-0432.2012.00602.x

Cited by 58 publications

(43 citation statements)

References 57 publications

(123 reference statements)

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“…Ultimately, the study’s findings suggest the importance of investing in the quality of the working environment. Positive interpersonal relationships experienced in the school context can promote early childhood teachers work engagement protecting them from the risk of work-related burnout [ 103 , 104 , 105 , 106 , 107 , 108 , 109 ].…”

Section: Discussionmentioning

confidence: 99%

The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

Stasio

Benevene

Pepe

et al. 2020

IJERPH

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Background: The current cross-sectional study examines a model that was designed to advance understanding of the interplay between compassion towards teachers expressed by teaching colleagues, subjective happiness, proactive strategies and kindergarten teachers’ levels of work engagement, and perceived working environment fit. Methods: The research was conducted with a sample of 319 full-time in-service kindergarten teachers at Italian public preschools—a context in which a few previous studies have been carried out. Self-report questionnaires were administered: The Subjective Happiness Scale, the Santa Clara Brief Compassion Scale, the Utrecht Work Engagement Scale, the Proactive Strategy Scale, and the Teacher-working environment fit scale. Data were analyzed by using the structural equation modelling (SEM) approach. Results: Results show that compassion and subjective happiness have a direct positive total effect on work engagement, whereas the effects of compassion and subjective happiness on experienced working environment fit suggest that the association among constructs is mediated by the role of proactive strategies. Conclusions: Based on these findings, we strongly advocate that educational policy makers and head teachers’ pay close attention to the areas of personal and collective resources and work-related well-being, with a view to effectively address the promotion of early childhood teachers’ work engagement and working environment fit.

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Section: Discussionmentioning

confidence: 99%

The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

Stasio

Benevene

Pepe

et al. 2020

IJERPH

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“…Both burnout and depression are also common indicators to assess preschool teacher well-being (Cumming 2016;Jeon et al 2018). Jovanovic (2013) found that a lack of opportunities to collaborate was connected with educators' developing symptoms of burnout. Difficult relationships with colleagues were also related to preschool teacher burnout syndrome (Nislin et al 2016;Rentzou 2012).…”

Section: Potential Factors Of Influence On Preschool Teacher Well-beingmentioning

confidence: 99%

Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

Wang²,

You

2019

Early Childhood Educ J

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Working in early childhood education exposes preschool teachers to a wide variety of work stressors that deplete energy and necessitate recovery. Based on the effort-recovery model and conservation of resources theory, this two-wave study examined the effects of recovery experiences (i.e., psychological detachment and relaxation) on the association between several work stressors (i.e., work overload, emotional dissonance, and work-home conflict) on the one hand, and well-being outcomes (i.e., vigor, job satisfaction, and insomnia symptoms) on the other. This study was conducted among 298 preschool teachers in China over a period of 1 year. Results showed that continuous exposure to work stressors negatively influences preschool teacher well-being over time and, more importantly, recovery experiences protect against the detrimental effects. These findings contribute to prior literature and show how preschool teachers can avoid the adverse effects of work stressors through fostering well-functioning recovery experiences during off-job time.

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“…According to Bretherton (2010) the wage discrepancy between childcare and the education sector is widely acknowledged to be a deep retention challenge for the childcare sector. Furthermore, research conducted by the National Association of Community Based Children's Services (2006, as cited in Jovanovic, 2013) suggests that early childhood educators take little action to improve their own wages and work conditions because they know it is parents and families who ultimately pay for these changes through increased service fees.…”

Section: The Early Yearsmentioning

confidence: 99%

Educator identities. Emerging issues within personal and professional identities: changes experienced by Australian pre-service teachers following professional exposure to educational practice within childcare settings

O'Connor

McGunnigle

Treasure

et al. 2014

Early Child Development and Care

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This paper presents the findings of a research project investigating the perceptions and expectations held by pre-service teachers regarding the childcare sector. It presents the views of a group of pre-service teachers both before and after their exposure to practice within childcare following a ten week practicum. The personal experiences of the research participants impacted greatly on their evolutionary understanding of and attitude towards the childcare sector. Thematic analysis of the data produced several key concepts that illuminated issues of identity conflict across the care and education divide. This paper makes a necessary contribution to the current research context where research on perspectives of teacher-educators within childcare is limited. It is particularly pertinent in the context of Australia's implementation of the policy requiring a qualified teacher to be employed within childcare settings from 2014 onwards.

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Retaining Early Childcare Educators

Cited by 58 publications

References 57 publications

The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

Educator identities. Emerging issues within personal and professional identities: changes experienced by Australian pre-service teachers following professional exposure to educational practice within childcare settings

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