Abstract
We studied the working conditions in Early Childhood Education and Care (ECEC). The aim was to explore how ECEC staff experience work demands and resources and how these relate to turnover intentions. The research was based on a modified Job Demands-Resources model (Bakker and Demerouti in J Manage Psychol 22(3):309-328, 2007) according to which job strain is influenced by both job demands and resources. The sample was identified through trade union registers and the data were collected via a survey (N = 538). The findings show a rather high proportion of turnover intentions. Both general workload and emotional workload were related to turnover intentions, and they were mediated by participation. However, leadership satisfaction did not mediate the relationship between workload and turnover intentions. This study contributes to the knowledge on risk factors related to intentions to leave the ECEC profession in the Finnish as well as the international context. It is urgent to know more about factors related to turnover because a high rate undermines trust in the ECEC sector and negatively impacts staff and children.
Highlights
Increasing attention is being paid to the relationship between early childhood educators’ well-being and their ability to deliver high-quality education and care (Cumming 2017; Hall-Kenyon et al 2014)
This study focuses on how Early Childhood Education and Care (ECEC) staff groups experience work demands and resources and how these relate to turnover intentions
Turnover differed statistically significantly between the groups (χ2(2) = 8.177, p < .05), with ECEC teachers having the highest proportion of turnover intentions at 61.3%; ECEC social workers at 55.4% and nurses at 44.0%
Summary
Increasing attention is being paid to the relationship between early childhood educators’ well-being and their ability to deliver high-quality education and care (Cumming 2017; Hall-Kenyon et al 2014). Work-related stress and poor mental health constrain educators’ abilities to deliver ECEC of high quality Turnover results in a skill loss, especially since studies report that the most qualified educators, including degree-qualified early childhood teachers, are most likely to leave the ECEC sector (Phillips et al 2016). Reasons for turnover in ECEC are low pay, poor working conditions, and expectations to improve qualifications (Amin et al 2003; McDonald et al 2018; Phillips et al 2016), whereas intentions to stay have been associated with supportive workplaces,
Sign-in/Register to view highlights & summary 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.
