Early Childhood Educators' Wellbeing during the COVID-19 Pandemic

Autor/inn/en	Eadie, Patricia; Levickis, Penny; Murray, Lisa; Page, Jane; Elek, Catriona; Church, Amelia
Titel	Early Childhood Educators' Wellbeing during the COVID-19 Pandemic
Quelle	In: Early Childhood Education Journal, 49 (2021) 5, S.903-913 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levickis, Penny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01203-3
Schlagwörter	Early Childhood Teachers; Child Caregivers; Caregiver Child Relationship; Well Being; COVID-19; Pandemics; Stress Variables; Young Children; Child Development; Teacher Persistence; Experienced Teachers; Correlation; Risk; Faculty Mobility; Organizational Climate; Rating Scales; Teacher Student Relationship; Foreign Countries; Australia; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Well-being; Wellness; Wohlbefinden; Kindesentwicklung; Korrelation; Risiko; Organisationsklima; Rating-Skala; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01