Why Do Child Care Teachers Leave? Why Do They Stay? – Pre-Pandemic Evidence

Abstract

ABSTRACT Turnover of child care staff is associated with lower care quality and compromised children’s development. While turnover rates in the child care sector have steadily been high, the COVID-19 pandemic has compounded the global staffing crisis. This article therefore aims to explore the correlates and reasons for turnover intention, turnover, and retention among child care teachers in two steps: The first study tested the Job Demands-Resources model using structural equation modeling. The second study assessed actual turnover and retention and explored the reasons for teachers staying and leaving in a smaller subsample 3 years later using correlational and content analyzes. Research Findings: The theoretical model fit the data well, indicating that job demands and job resources predict turnover intention mediated via job satisfaction and burnout. Overall, the motivational pathway was stronger than the energetic pathway. Furthermore, turnover intention predicted turnover 3 years later. The content analysis revealed that the team climate was a main reason for retention; leadership quality and a lack of advancement opportunities were crucial for job and occupational turnover. Practice or Policy: The results inform policy makers about measures to retain child care teachers and hence ensure care quality.