Why are they leaving? Understanding Associations between early childhood program policies and teacher turnover rates

Hur, Eun Hye; Ardeleanu, Katherine; Jeon, Lieny

doi:10.1007/s10566-022-09693-x

Cited by 5 publications

(4 citation statements)

References 73 publications

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“…Social cultural, policy, and economic characteristics were not associated with overweight and obesity in this sample. With higher levels of overweight and obesity associated with longevity in a business that strives to ensure teacher stability and reduce turnover [81], the implication is clear that early care and education worksites need to develop cultures and practices that promote and support healthy individual lifestyle behaviors that will work to reverse the trajectory of weight gain. These system-level contributors to healthy lifestyle behaviors were not examined in this study and more research is warranted to determine if worksite in addition to individual-level intervention can reduce overweight/obesity status in ECE teachers.…”

Section: Discussionmentioning

confidence: 99%

Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19

Sisson

Malek-Lasater

Ford

et al. 2023

IJERPH

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The purpose of this cross-sectional study was to determine individual, sociocultural, policy, and economic predictors of overweight/obesity in early care and education (ECE) teachers to identify modifiable opportunities to enhance the health of this critical workforce. ECE teachers (n = 1434) in the U.S. completed an online survey in late spring to mid-summer 2020. Teachers self-reported height and weight; body mass index (BMI) and weight status were calculated. Teachers reported micro-environment variables including age, race, gender, obesogenic lifestyle behaviors, well-being, food security, personal health, stress, job stress, type of ECE, COVID-19 teaching modality, and age of children in the classroom. Logistic regression predicting overweight/obesity and linear regression predicting BMI were conducted. Teachers with more years of teaching experience (OR: 1.022: 95% CI 1.005, 1.039) and higher consumption of fast food (2.038: 1.310, 3.169) had higher odds of overweight/obesity. Teachers with higher levels of education (0.58: 0.407, 0.828) and higher physical health (0.836: 0.775, 0.902) had lower odds of overweight/obesity. Other variables were not associated with overweight/obesity. Variables significant in logistic regression were also associated with higher BMI. Additionally, Native American race (β = 2.467 SE = 1.206) and sedentary hours/day (β = 0.152 SE = 0.075) were associated with higher BMI. Implications for enhancing workplace health for these ECE teachers are emerging.

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Section: Discussionmentioning

confidence: 99%

Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19

Sisson

Malek-Lasater

Ford

et al. 2023

IJERPH

View full text Add to dashboard Cite

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“…Building on these observations, a key takeaway from the current study is that to support EC professionals in their mission to help children who have experienced trauma, we must also acknowledge factors in the broader child-serving ecosystem that impact children, and how to begin to address them at a systems level, including within EC settings [58]. External factors that systemically impacted EC settings include the high rates of turnover and vacancies experienced since COVID-19 [54,55], which were noted by participants to increase stress and lead to inconsistent staffing, exacerbating classroom challenges [24]. Calls for policy changes to address child care shortages may start to address this issue, but more remains to be done [54].…”

Section: Considerations For Implementing Systems Approaches In Ec Set...mentioning

confidence: 99%

“…The pandemic also disrupted systems for mitigating these traumas and reduced opportunities for child participation in developmentally promotive activities in EC and home contexts, resulting in documented learning losses [7] and adverse determinants of health outcomes [6]. At the same time, EC educators and staff experienced high rates of turnover nationwide [24,54,55]. As noted by our participants, this created a "perfect storm" such that children had urgent needs for the help that EC settings could provide, yet EC professionals did not have the capacity to meet them.…”

Section: Why a Systems Focus Is Critical For Trauma-informed Programs...mentioning

confidence: 99%

“…An implication for implementing systems approaches to trauma-informed practices includes thinking about how processes within EC programs could be designed to support staff. For example, offering professional development opportunities [24] and transparent policies around wages and benefits [55] are systems-level changes that have been associated with reduced turnover in EC settings. To build program-wide awareness of trauma, participants noted that providing spaces for open discussion of how systemic exposures to trauma can manifest for adults as well as children would be helpful, which may be beneficial for program administrators to consider for all staff.…”

Section: Considerations For Implementing Systems Approaches In Ec Set...mentioning

confidence: 99%

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Start Early: Providing Trauma-Informed, Systems-Focused Professional Development in Early Childhood Development and Learning Contexts

Price,

Robinson,

Riley

et al. 2023

OBM Integr Complement Med

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Adverse and traumatic childhood experiences can have profound negative health and mental health consequences across the lifespan. Prevention and early intervention strategies to mitigate such impacts and foster resilience are essential, yet extant approaches often do not consider the systemic nature of trauma exposure, particularly among communities most impacted by the COVID-19 pandemic and historic disinvestment. Addressing the impacts of trauma early in life is critical in order to mitigate their long-term effects on child development. The current project worked with a community Head Start/Early Head Start partner to adapt, deliver, and conduct a formative evaluation of Trauma-Informed Programs and Practices in Schools-Early Childhood (TIPPS-EC), a systems-focused professional development approach to creating and maintaining trauma-informed early childhood development and learning contexts serving children ages 0-5 years and their families. Training materials were designed to highlight community and systemic sources of trauma exposures; acknowledge teacher stress and burnout; and present research-based information on trauma exposure, how effects may manifest, and the impacts of trauma exposures on very young children and the adults in their lives. Data were collected to evaluate participants' responses to TIPPS-EC and solicit their input regarding implementing systems-focused, trauma-informed approaches in EC settings (n = 56 Head Start/Early Head Start professionals). Participants were satisfied with TIPPS-EC and endorsed greater knowledge of trauma-informed approaches and systemic trauma after the professional development sessions. Participants made multiple suggestions for next steps for implementing systemic approaches in EC settings. TIPPS-EC presents a framework for understanding systemic trauma exposures as they manifest in EC contexts, and for identifying systems-level strategies that can support EC professionals to help mitigate the impacts of trauma on the children and families they serve. Implications for addressing stress, burnout, and trauma impacts specifically in EC educational settings are discussed.

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‘The Kids. That’s My Number One Motivator’: Understanding Teachers’ Motivators and Challenges to Working in Early Childhood Education

Hamel,

Avari,

Hatton-Bowers

et al. 2023

Early Childhood Educ J

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Why are they leaving? Understanding Associations between early childhood program policies and teacher turnover rates

Cited by 5 publications

References 73 publications

Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19

Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19

Start Early: Providing Trauma-Informed, Systems-Focused Professional Development in Early Childhood Development and Learning Contexts

‘The Kids. That’s My Number One Motivator’: Understanding Teachers’ Motivators and Challenges to Working in Early Childhood Education

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