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Teachers' voices: Work environment conditions that impact teacher practice and program quality -- New York [Executive summary]

This study captures the perspectives of early educators about their working environments in one state, New York, and how these environments impact teaching staff practice and well-being. In order to teach to the best of their ability, educators require work environments that support their ongoing learning, emphasize time without child responsibilities for professional activities, and offer dependable benefits that ensure their well-being. With prioritization of workforce supports, quality improvement initiatives can make substantive progress towards a system that is equitable, efficient, and effective for children, their families, and educators alike. (author abstract)
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Executive Summary

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