Profiles of Professional Wellbeing and Turnover Intentions among Australian Early Childhood Educators
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| Title: | Profiles of Professional Wellbeing and Turnover Intentions among Australian Early Childhood Educators |
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| Language: | English |
| Authors: | Katherine H. Canobi (ORCID |
| Source: | Early Education and Development. 2024 35(5):1063-1079. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Foreign Countries, Early Childhood Education, Teacher Welfare, Faculty Mobility, Career Change, Job Satisfaction, Teacher Attitudes, COVID-19, Pandemics, Preschool Teachers |
| Geographic Terms: | Australia |
| DOI: | 10.1080/10409289.2024.2336434 |
| ISSN: | 1040-9289 1556-6935 |
| Abstract: | Research Findings: To explore distinct professional-wellbeing subgroups and variations in turnover intentions, we examined the factor structure of the Early Childhood Professional Wellbeing Questionnaire (McMullen et al., 2020), which was completed online by 368 Australian early childhood educators. Based on educators' scores on the Belonging and Connection, Impact Evaluation and Safety factors, we identified five professional-wellbeing subgroups who varied in job satisfaction, consideration of resigning, and intention to leave the field. Subgroup differences suggest that a decreased sense of safety from high to average as well as a below-average sense of belonging, connection and safety contribute to turnover intentions. Also, educators with low professional wellbeing have a poor sense of belonging and connection, a negative view of their professional impact and weak job satisfaction. Practice or Policy: Further studies exploring early childhood educator wellbeing subgroup differences in psychological health and attitudes to teaching and learning, the impact of external factors including professional roles and leadership support and broader systemic influences, as well as variation in the effects of wellbeing interventions are needed. Such research will provide a useful framework for developing policies and practices that address the complex, multifaceted nature of educators' wellbeing and help combat threats to their wellbeing. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1428281 |
| Database: | ERIC |
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| Abstract: | Research Findings: To explore distinct professional-wellbeing subgroups and variations in turnover intentions, we examined the factor structure of the Early Childhood Professional Wellbeing Questionnaire (McMullen et al., 2020), which was completed online by 368 Australian early childhood educators. Based on educators' scores on the Belonging and Connection, Impact Evaluation and Safety factors, we identified five professional-wellbeing subgroups who varied in job satisfaction, consideration of resigning, and intention to leave the field. Subgroup differences suggest that a decreased sense of safety from high to average as well as a below-average sense of belonging, connection and safety contribute to turnover intentions. Also, educators with low professional wellbeing have a poor sense of belonging and connection, a negative view of their professional impact and weak job satisfaction. Practice or Policy: Further studies exploring early childhood educator wellbeing subgroup differences in psychological health and attitudes to teaching and learning, the impact of external factors including professional roles and leadership support and broader systemic influences, as well as variation in the effects of wellbeing interventions are needed. Such research will provide a useful framework for developing policies and practices that address the complex, multifaceted nature of educators' wellbeing and help combat threats to their wellbeing. |
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| ISSN: | 1040-9289 1556-6935 |
| DOI: | 10.1080/10409289.2024.2336434 |
