Abstract
The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.
Highlights
There is growing recognition that the early childhood education and care (ECEC) profession faces challenging working conditions, leading to high levels of work-related stress, emotional exhaustion and staff turnover (Irvine et al, 2016; Jena-Crottet, 2017; Jones et al, 2017; McMullen et al, 2020; OECD, 2019; Thorpe et al, 2020; Totenhagen et al, 2016)
Almost two-thirds of participants were from Victoria (70.6%) and 72.5% were working in metropolitan areas across Australia
The fundamental importance of supporting Early Childhood (EC) educator wellbeing is increasingly recognized as a professional responsibility for everyone in the field of ECEC (Cumming & Wong, 2018)
Summary
There is growing recognition that the early childhood education and care (ECEC) profession faces challenging working conditions, leading to high levels of work-related stress, emotional exhaustion and staff turnover (Irvine et al, 2016; Jena-Crottet, 2017; Jones et al, 2017; McMullen et al, 2020; OECD, 2019; Thorpe et al, 2020; Totenhagen et al, 2016). Alongside meeting the increasing demands and expectations of their role, EC educators face numerous challenges including long working hours, low salaries, a lack of status and public recognition, and limited opportunities for professional development or career progression (Cumming et al, 2015; OECD, 2019; Phillips et al, 2016; Thorpe et al, 2020; Whitebook et al, 2014) The consequences of these challenges are reflected in high levels of emotional exhaustion and work-related stress, high staff turnover, and poor EC educator mental health and wellbeing in the early childhood sector (Irvine et al, 2016; Phillips et al, 2016; Totenhagen et al, 2016). In 2020, Australian and especially Victorian EC educators were required to
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
