Workforce turnover is an urgent problem in early care and education because it results in ECE personnel shortage, creates organizational instability, and undermines quality care and education for all young children. A timely investigation is needed to understand how program contexts and various personal and professional factors contribute to teachers' turnover intention. Moreover, it is important to identify if vulnerable workforce populations are more likely to exhibit turnover intention from the racial and social justice perspective. Despite the detrimental impact of ECE workforce instability, little is known about the dynamics contributing to high rates of staff turnover in ECE programs (Caven et al., 2021). The proposed project focuses on the quality of ECE workforce by examining their job seeking behaviors and rationale to understand the mechanism of ECE workforce recruitment and retention for building sustainable, high-quality ECE supply. The goals of this study are to 1) understand the characteristics of ECE teachers who seek jobs; and 2) identify risk and protective factors that may contribute to turnover or support job retention of the ECE workforce. The proposed secondary data analysis study is based on the 2019 National Survey of Early Care and Education (NSECE) dataset, the most updated dataset available with a diverse cross-sectional sample of ECE center-based program educators and contains rich information on child, teacher, family, and classroom levels. Methodologically, applying weighted descriptive analysis, latent profile analysis, and hierarchical logistic regression with the most comprehensive and newest national representative ECE workforce sample enables us to model the dynamic and interacting factors at the personal and program levels that contribute to teacher job retention. (author abstract)