The majority of teachers in the early care and education (ECE) workforce face disparities in physical and psychological well-being as well as working conditions. This study examined the working conditions and physical, psychological, and professional well-being of early childhood teachers and compared the results by the child age group they care for and by teachers’ level of educational attainment. Two hundred sixty-two early childhood teachers completed a brief health assessment and a questionnaire on demographic information, well-being, and working conditions. A subsample of 40 teachers were observed for the quality of care they provided to the children. (author abstract)
Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions
Description:
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
- You May Also Like
These resources share similarities with the current selection.
Relating early childhood teachers' working conditions and well-being to their turnover intentions
Reports & Papers
Working conditions and well-being of center-based infant-toddler teachers: A descriptive analysis of the 2019 National Survey of Early Care and Education
Reports & Papers
The early childhood challenge: Preparing high-quality teachers for a changing society
Fact Sheets & Briefs