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ERIC Number: EJ1156751
Record Type: Journal
Publication Date: 2017-Nov
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1082-3301
An Ecological Momentary Assessment of Burnout, Rejuvenation Strategies, Job Satisfaction, and Quitting Intentions in Childcare Teachers
Carson, Russell L.; Baumgartner, Jennifer J.; Ota, Carrie L.; Kuhn, Ann Pulling; Durr, Anthony
Early Childhood Education Journal, v45 n6 p801-808 Nov 2017
Guided by affective events theory, the purpose of this study was to examine the temporal aspects of childcare teacher burnout, particularly as to how feelings of exhaustion throughout the day relate to perceptions of end-of-day job satisfaction and quitting intentions. A secondary purpose of the study was to explore the frequency and type of rejuvenation strategies childcare teachers use to relieve perceived stress throughout the day. Ecological momentary assessment procedures were employed for 1 week to assess exhaustion levels (3 times/day), frequencies and types of rejuvenation strategies (3 times/day), and end-of-day job satisfaction perceptions and quitting intentions (1 time/day) among 50 childcare teachers. Results indicated that childcare teachers' quitting intentions were positively predicted by emotional exhaustion (ß = 0.52) and negatively predicted by overall job satisfaction (ß = -0.28). Short (=15 min), infrequently used (one to two times/day) physical or cognitive health reprieve strategies were reported by 86% of teachers as the most effective for reducing daily stress. Findings suggest that daily accounts of burnout and quitting intentions have both exhaustive and restorative properties.
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Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A