Relating early childhood teachers’ working conditions and well-being to their turnover intentions

Grant, Ashley; Jeon, Lieny; Buettner, Cynthia K.

doi:10.1080/01443410.2018.1543856

Cited by 108 publications

(58 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…One study of 39 providers (CCC staff and FCC providers) found that higher levels of provider stress were associated with lower child engagement in the classroom [25]. Another study found that stress levels were associated with a greater intention for teachers to leave rather than stay in their positions [15]. In a survey of FCC providers conducted by Tovar and colleagues (2017), 62% of respondents had a high stress score on the Perceived Stress Scale [32].…”

Section: Stressmentioning

confidence: 99%

The health status of the early care and education workforce in the USA: a scoping review of the evidence and current practice

et al. 2020

View full text Add to dashboard Cite

Background: More than two million early care and education (ECE) providers care for young children in the USA each day. These providers tend to earn low wages and many are enrolled in public assistance programs. Nearly all ECE providers are female and they are disproportionately women of color. Despite the fact that these attributes place the ECE workforce at greater risk of chronic disease, the health status of the workforce is not established and the availability and effectiveness of interventions to improve their health status is also not known. Methods: We conducted a scoping review of both the published literature and current practice to identify all articles and interventions targeting the health status of the ECE workforce. Our search strategy identified scientific articles published in English within the past 10 years as well as any interventions targeting the ECE workforce that have been implemented within the past 3 years. Data from both scientific articles and practice were extracted using systematic methods and summarized. Results: Thirteen studies described some component of physical health including diet quality (11 studies), physical activity (8 studies), and height/weight/body mass index (7 studies), and 21 studies assessed component(s) of mental health including depression (15 studies), stress (8 studies), and mindfulness (3 studies). ECE providers reported a high prevalence of overweight, obesity, and chronic disease diagnoses and spend significant time being sedentary, and some report low diet quality. Mental health concerns in this population include depression and high stress. Eleven interventions targeting ECE workforce wellness were also identified; most focused on nutrition, physical activity and/ or stress. Conclusion: The limited evidence available for review describes a workforce in need of health promotion interventions to address high levels of mental and physical health challenges, some above and beyond peers with comparable demographic characteristics. Several promising interventions were identified from both the published and unpublished literature; these interventions should be further implemented and evaluated to assess their impact on the workforce.

show abstract

Section: Stressmentioning

confidence: 99%

The health status of the early care and education workforce in the USA: a scoping review of the evidence and current practice

et al. 2020

View full text Add to dashboard Cite

show abstract

“…A qualitative study of 28 teachers in the U.S. Midwest supports the negative role of job demands in educators' burnout (R. Richards et al, 2018). Grant et al (2019) examined relationships between educators' working conditions, well-being, motivation with professional commitment, and turnover intentions to move, leave, or remain. Using a national data set with 1,129 U.S. early childhood educators, Grant and team found a relationship between teachers' working conditions and their turnover intentions.…”

Section: Job Characteristics Burnout and Turnover Intentionmentioning

confidence: 99%

Examining Burnout and the Relationships Between Job Characteristics, Engagement, and Turnover Intention Among U.S. Educators

et al. 2020

View full text Add to dashboard Cite

As a modern epidemic, burnout is the leading reason educators leave the profession. Guided by the job demands–resources theory, this study empirically examines the underlying processes associated with burnout and the direct relationships between job characteristics (i.e., job demands and job resources), turnover intention, and work engagement among a U.S. sample of educators ( n = 855). Although both job demands and job resources were positively related to work engagement, job demands had a stronger influence. Job demands and job resources were related to burnout; however, job resources had a stronger effect. Burnout mediated the relationship between job demands and work engagement as well as job resources and turnover intention. This study shows that job demands and job resources play an important role in burnout and work engagement. As a workplace phenomenon, addressing burnout requires leaders and managers to create organizational strategies that strengthen and support the work environment. Findings from this study may help inform practice and policy changes, including the intentional development of supportive work environments, carefully crafted positions with person-fit in mind, and effective monitored paid time off policies and processes. Other recommendations and future research are also offered.

show abstract

“…According to Grant et al (2019), teachers' working conditions, well-being and motivation are related to teachers' intentions to leave school or to remain. At the same time some studies reveal a negative association between real teaching practice and teaching career expectations unlike salary and societal evaluations (Han et al, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

A Comparative Study of the Working Conditions of Science Teachers

Utemov¹

2020

ARPHA Proceedings

View full text Add to dashboard Cite

Effectiveness of instruction in science education largely depends on whether the teachers are satisfied with their working conditions. Consequently, administrative measures aimed at improving working conditions for teachers will also improve the quality of science teaching. The students of teachers, who have the same experience, similar qualifications and some other characteristics, achieve different learning outcomes. We can specify a set of working conditions that influence the effectiveness of science training and the quality of educational programs. In this study, science teachers are teachers of Physics, Chemistry, Biology, Anatomy, Ecology, and other related subjects. Accordingly, the article is aimed at analyzing the indicators of teacher working conditions in science education and developing a system of organizational and managerial measures to support the work of science teachers on the basis of these indicators. The research methods are data collection by means of a questionnaire survey of teachers and other school staff, analysis of the characteristics of science teaching, modeling and statistical analysis of the research data. The study was conducted in 2019-2020; 1,146 employees of secondary schools of European Russia were involved in the study, including 310 science teachers. The author of the article has arrived at the following conclusion: the most significant motives in choosing the profession of a science teacher are the possibility to influence the child development and to participate in solving social problems; participation in seminars and meetings with the education authorities and collaboration with other young teachers are the most common measures for professional adaptation of novice science teachers; more than half of the school teachers, according to science teachers, are ready for change and innovation and, and they provide support in the process of implementing innovations. The teachers report that the most common sources of stress are a feeling of responsibility for students' learning achievements, administrative work, and classroom preparation. The theoretical significance of the study lies in its contribution to deeper scientific understanding of the current working conditions of teachers in science education that influence the effectiveness of instruction and the quality of educational programs. The findings of the research can help in developing a set of organizational and managerial measures for supporting science teachers in their work taking into account the specifics of science education.

show abstract

Relating early childhood teachers’ working conditions and well-being to their turnover intentions

Cited by 108 publications

References 47 publications

The health status of the early care and education workforce in the USA: a scoping review of the evidence and current practice

The health status of the early care and education workforce in the USA: a scoping review of the evidence and current practice

Examining Burnout and the Relationships Between Job Characteristics, Engagement, and Turnover Intention Among U.S. Educators

A Comparative Study of the Working Conditions of Science Teachers

Contact Info

Product

Resources

About