ERIC Number: EJ1211153
Record Type: Journal
Publication Date: 2019
Abstractor: As Provided
Relating Early Childhood Teachers' Working Conditions and Well-Being to Their Turnover Intentions
Grant, Ashley A.; Jeon, Lieny; Buettner, Cynthia K.
Educational Psychology, v39 n3 p294-312 2019
High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children's development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n = 1129) to examine associations between teachers' working conditions, well-being, and motivation with professional commitment and turnover intentions to move, leave, or remain. Multiple regression analyses revealed that more intrinsically motivated teachers were more likely to report intentions to move over leave, emotionally exhausted teachers were more likely to report intentions to leave, and lower teacher-reported working conditions predicted intentions to move or leave the field over staying. The results suggest that teachers' well-being and perceived working conditions relate with their intentions to remain at their job or within the field and to their commitment to the profession.
Descriptors: Early Childhood Education, Preschool Teachers, Work Environment, Well Being, Faculty Mobility, Intention, Predictor Variables, Teaching (Occupation), Teacher Motivation, Coping, Anxiety, Stress Variables
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Authoring Institution: N/A