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Applying the Job Demands-Resources Theory To Examine Well-Being and Intention To Stay Among Home-Based Child Care Providers.

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Bibliographic Details
Title: Applying the Job Demands-Resources Theory To Examine Well-Being and Intention To Stay Among Home-Based Child Care Providers.
Authors: Garcia, Aileen S.1 (AUTHOR) aileen.garcia@missouri.edu, Cook, Heather L.2 (AUTHOR), Gadkari, Vrushali J.1 (AUTHOR)
Source: Early Childhood Education Journal. Jun2026, Vol. 54 Issue 5, p3917-3927. 11p.
Subject Terms: *Early childhood education, *Education & training services industry, Labor turnover, Employee retention, Child care services, Well-being, Job stress, Industrial psychology
Geographic Terms: United States
Abstract: High workforce turnover continues to challenge the early childhood education (ECE) field, with home-based child care (HBCC) providers experiencing particularly steep declines. This is problematic given that HBCC providers serve as critical support for families, especially in underrepresented and underserved communities. Yet research on their well-being, workforce dynamics, job demands, and professional resources remains limited. Guided by the Job Demands–Resources (JD-R) framework, this study examined how job demands, job resources, sense of community, and presence of calling relate to HBCC providers' well-being and intention to stay in the field. Data were collected through an online survey of 318 HBCC listed providers across five Midwestern states in the United States. Logistic and linear regression analyses revealed that the presence of calling, or the feeling of being drawn to a particular line of work, significantly predicted providers' intention to stay. Job resources showed positive association with well-being, whereas job demands were negatively associated with well-being. Sense of community did not significantly predict either outcome. These findings highlight the distinct motivational role of calling in sustaining HBCC providers' commitment to their work, even amid structural challenges. However, calling alone may not be sufficient to enhance well-being, underscoring the need for additional supports that address stress, financial strain, and work–life balance. The study contributes to a more nuanced understanding of the factors influencing HBCC providers' retention and offers implications for workforce policies and professional development initiatives aimed at supporting the HBCC workforce. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:High workforce turnover continues to challenge the early childhood education (ECE) field, with home-based child care (HBCC) providers experiencing particularly steep declines. This is problematic given that HBCC providers serve as critical support for families, especially in underrepresented and underserved communities. Yet research on their well-being, workforce dynamics, job demands, and professional resources remains limited. Guided by the Job Demands–Resources (JD-R) framework, this study examined how job demands, job resources, sense of community, and presence of calling relate to HBCC providers' well-being and intention to stay in the field. Data were collected through an online survey of 318 HBCC listed providers across five Midwestern states in the United States. Logistic and linear regression analyses revealed that the presence of calling, or the feeling of being drawn to a particular line of work, significantly predicted providers' intention to stay. Job resources showed positive association with well-being, whereas job demands were negatively associated with well-being. Sense of community did not significantly predict either outcome. These findings highlight the distinct motivational role of calling in sustaining HBCC providers' commitment to their work, even amid structural challenges. However, calling alone may not be sufficient to enhance well-being, underscoring the need for additional supports that address stress, financial strain, and work–life balance. The study contributes to a more nuanced understanding of the factors influencing HBCC providers' retention and offers implications for workforce policies and professional development initiatives aimed at supporting the HBCC workforce. [ABSTRACT FROM AUTHOR]
ISSN:10823301
DOI:10.1007/s10643-026-02118-7