When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective

Schaack, Diana; Le, Vi-Nhuan; Stedron, Jennifer Merva

doi:10.1080/10409289.2020.1791648

Cited by 116 publications

(70 citation statements)

References 71 publications

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“…Specifically, Penttinen et al (2020) found that teaching-related stress negatively predicted the quality of emotional support and classroom organization, and teacher's work engagement was positively associated with the quality of instructional support. Schaack et al (2020) found that teachers who earned lower wages, held a postsecondary degree, reported greater emotional exhaustion, and who expressed less of a shared vision with their organization were more likely to indicate turnover intentions. Additionally, teachers who reported higher levels of collegiality also reported lower levels of emotional exhaustion; emotional exhaustion, in turn, was a significant predictor of turnover intentions (Schaack et al, 2020).…”

Section: Descriptive Studies Of Stress and Well-beingmentioning

confidence: 96%

“…Schaack et al (2020) found that teachers who earned lower wages, held a postsecondary degree, reported greater emotional exhaustion, and who expressed less of a shared vision with their organization were more likely to indicate turnover intentions. Additionally, teachers who reported higher levels of collegiality also reported lower levels of emotional exhaustion; emotional exhaustion, in turn, was a significant predictor of turnover intentions (Schaack et al, 2020). Silver and Zinsser (2020) found that teachers with greater levels of depression were more likely to request that a child be expelled from their care.…”

Section: Descriptive Studies Of Stress and Well-beingmentioning

confidence: 96%

“…The articles in this issue cross a diverse range of topics. Several articles report on the results of descriptive studies of ECE professional stress and well-being (Berlin et al, 2020;Jeon & Ardeleanu, 2020;Johnson et al, 2020;Penttinen et al, 2020;Schaack et al, 2020;;Silver & Zinsser, 2020), including one that presents a theoretical framework supported by qualitative data (Rodriguez et al, 2020). Six articles report on the results of intervention studies involving in-service professional learning (Berlin et al, 2020;Lang et al, 2020;Sandilos et al, 2020;Silver & Zinsser, 2020;Susman-Stillman et al, 2020;Tanaka et al, 2020), and one study focuses on pre-service learning (Virmani et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Jennings

Jeon²,

Roberts

2020

Early Education and Development

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Early care and education (ECE) professionals' social and emotional well-being has emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout, which is threatening the quality of early childhood education and care. This article introduces the special issue devoted to understanding early childhood professionals' social and emotional competence and well-being and their relationship to program quality and child outcomes. The purposes of this special issue are to (a) describe the nature of ECE professionals' social and emotional competence and well-being, (b) understand the factors that contribute to ECE professionals' social and emotional competence and well-being, (c) understand to what extent and how ECE professionals' social and emotional competence and well-being impacts classroom quality as well as children's developmental outcomes, and (d) present evidence-based approaches that support ECE professionals' social and emotional competence and well-being. For the purposes of this issue, ECE professionals include early childhood educators (e.g., teachers or home-based child care providers), practitioners (e.g., home visitors, mental health consultants, specialists, etc.) and early childhood leaders (e.g., directors, principals, or administrators) who serve children from birth to third grade. In this introductory article we conclude with a discussion of implications of this research for future research, policy, and practice. Early care and education (ECE) professionals' social and emotional well-being has recently emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout which is threatening the quality of early childhood education and care. Furthermore, since the advent of the COVID-19 pandemic, educator well-being is now even more salient, as schools, childcare centers, and other providers try to figure out how to safely provide muchneed care for working families while protecting their workforce from the novel coronavirus. Indeed, we are on the verge of a childcare crisis. Providers, already operating with inadequate resources and with no financial cushion, cannot survive long closures, leaving educators without jobs, and parents without childcare (National Association for the Education of Young Children, 2020). Now, more than ever, early care and education professionals' well-being is paramount. Jennings and Greenberg (2009) prosocial classroom model highlights the importance of teachers' social and emotional competence and well-being in promoting healthy teacher-student relationships, effective classroom management, and effective social and emotional learning programs. ECE professionals' psychological well-being, such as depression, stress, burnout, and emotional competence (e.g., mindfulness, emotion regulation, coping, etc.) have been shown to relate to their practices and responsiveness in the ECE setting (

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Section: Descriptive Studies Of Stress and Well-beingmentioning

confidence: 96%

Section: Descriptive Studies Of Stress and Well-beingmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

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Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Jennings

Jeon²,

Roberts

2020

Early Education and Development

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“…Early childhood teacher well-being matters, teachers who experience well-being have been shown to be more attentive to the classroom environment and possess the psychological resources to foster positive interactions with young children ( Jeon et al, 2018 ). Occupational burnout, the layered exhaustion of physical, mental, and emotional stressors, reduce teachers’ capacity to remain meaningfully engaged in educating and supporting the development of young children—and has been estimated to affect most U.S. early educators ( Schaack et al, 2020 ). Despite its prevalence, burnout has detrimental effects; children whose teachers experience occupational burnout are more likely to externalize behaviors and have lower academic achievement ( Grant et al, 2019 ).…”

Section: Occupational Factorsmentioning

confidence: 99%

Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19

Souto‐Manning

Melvin

2022

Early Childhood Research Quarterly

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“…Secondly, job burnout, as a state produced by individuals at work, is considered an important factor in the study of turnover intention [ 41 ]. Schaack and Stedron (2020) used a two-level mediation model to explore the relationship between job burnout and turnover intention that showed that teachers’ lower wages lead to more emotional exhaustion and that those who lack a common vision with their organizations are likely to express their intention to leave [ 42 ]. Finally, some previous research has found that resilience plays a partial mediating role between job burnout and turnover intention in bank employees [ 43 , 44 , 45 ].…”

Section: Introductionmentioning

confidence: 99%

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

Liu

Chen

et al. 2021

IJERPH

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Background: With the outbreak and spread of the COVID-19 epidemic, online teaching time has been extended continuously. The changes in teaching methods, teaching conditions, and teaching environment have brought great pressure and difficulties in adjustment to teachers, which have led to a series of physical and mental problems such as negativity, lack of confidence, and depression. The long-term accumulation of these problems makes teachers’ turnover intention increasingly serious. Methods: Based on these premises, this study took 449 high school teachers in China as research objects and investigated the relationship between high school teachers’ resilience, job burnout, and turnover intention in the context of the COVID-19 epidemic. Results: The resilience of high school teachers had a significant negative predictive effect on job burnout and turnover intention (r = −0.473, p < 0.05; r = −0.283, p < 0.05), while job burnout had a significant positive predictive effect on turnover intention (r = 0.485, p < 0.05). At the same time, job burnout played a moderating role between resilience and turnover intention (λ = −0.019, p < 0.001). Discussion: This study suggests that society, schools, families, and individuals should adopt various strategies to improve teachers’ adaptability and relieve teachers’ job burnout, so as to solve the practical problem of teachers’ high turnover intention and ensure continuous improvement and healthy development of online teaching.

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When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective

Cited by 116 publications

References 71 publications

Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19

Exploring the Relationships between Resilience and Turnover Intention in Chinese High School Teachers: Considering the Moderating Role of Job Burnout

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