Profiles of Well-Being among Early Childhood Educators

Autor/inn/en	Roberts, Amy M.; Daro, Alexandra M.; Gallagher, Kathleen C.
Titel	Profiles of Well-Being among Early Childhood Educators
Quelle	In: Early Education and Development, 34 (2023) 6, S.1414-1428 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Amy M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2023.2173463
Schlagwörter	Profiles; Well Being; Early Childhood Teachers; Predictor Variables; Psychological Patterns; Caring; Altruism; Self Concept; Teacher Characteristics; Physical Health; Mental Health; Stress Variables; Job Satisfaction; Economic Factors + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Well-being; Wellness; Wohlbefinden; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Prädiktor; Care; Pflege; Sorge; Betreuung; Altruistic behavior; Altruismus; Selbstkonzept; Gesundheitszustand; Psychohygiene; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Ökonomischer Faktor
Abstract	Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor's degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive well-being group, demonstrating system inequities and opportunities for improvement. Practice or Policy: These findings have implications for supporting the early care and education workforce. Specifically, findings suggest psychological well-being, including self-care and self-compassion, may be relevant focus areas for organizational and systems change efforts or interventions. Furthermore, findings suggest that trauma-informed approaches and support for assistant teachers are particularly important to promote equity and well-being across the workforce. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01