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About this paper symposium
| Panel information |
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| Panel 8. Education, Schooling |
| Paper #1 | |
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| Sustaining the Early Childhood Educators: How Job Demands and Resources Connect to Turnover Intention | |
| Author information | Role |
| Eerika Länsmans, Tampere University, Finland | Presenting author |
| Mari Saha, Tampere University, Finland | Non-presenting author |
| Rebecca Bull, MacQuarie University, Australia | Non-presenting author |
| Abstract | |
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Introduction High-quality early childhood education and care (ECEC) supports families and children by offering children opportunities to learn and develop (Thorpe et al., 2020). In Finland, the problems hiring qualified staff in the ECEC, and emerging turnover intentions has prompted concerns in public discussion (Heilala et al., 2021). In the current study the potential predictors of turnover intention were examined using the job demands-resources (JD-R) model (Bakker & Demerouti, 2007, 2017) as a theoretical framework. Job demands were operationalized as emotional demands, work-related stressors and time management. The job resources were operationalized as relationship with colleagues, teamwork, relationship with supervisor, instrumental resources and working conditions. The first aim was to describe educator job demands and resources in the Finnish ECEC context. The second aim was to examine associations between educators’ JD-R profiles and their turnover intentions. Methods Survey data were collected in spring 2021 from the Inland of Finland, and 428 educators participated. Latent profile analysis (LPA) was used to identify educators’ job demands and resource profiles. Multiple fit indices were used to evaluate the final profile solution, including the Bayesian information criterion (BIC), the data size-modified Bayesian information criterion (aBIC) values, entropy, the significance of the bootstrap likelihood ratio test (BLRT) and the Vuong-Lo-Mendell-Rubin test of the likelihood ratio (VLMR) tests. Following, the profile groups were compared on all the measures using one-way ANOVA between groups (Table 1). Finally, the profiles’ associations with turnover intention were examined by cross-tabulation, evaluating standardized residuals and significance of chi-square test. Results In Latent Profile Analysis, we identified three profiles according to educators’ job demands and resources: a higher demands / lower resources profile (HD-LR, n = 230, 54%), an average profile (AVE, n = 116, 27%) and a lower demands / higher resources profile (LD-HR, n = 82, 19%; Figure 1). The main findings showed that educators in the HD-LR group expressed significantly more job demands and fewer job resources in all measures compared with educators in the LD-HR group. Additionally, the AVE group reported fewer emotional demands and work-related stressors than the HD-LR group, but more issues with time management and work-related stressors than the LD-HR group. The AVE group also expressed relationship with supervisor, instrumental resources and working conditions to be closer to their ideal compared to the HD-LR group. Moreover, the AVE group reported instrumental resources and working conditions to be closer to their ideal and more positive teamwork compared to the LD-HR group. Results of the cross-tabulation showed that educators who most likely belonged to the HD-LR group had greater turnover intention, 64% within group. Vice versa, educators who most likely belonged to the LD-HR group had lower turnover intention than expected (29%). Still, within the AVE group 50% indicated a turnover intention. Discussion Attention should be devoted to fostering organizational structures which support retention intentions by providing job resources, including instrumental resources and supportive working conditions. Further analysis with a larger and broader data set is needed to validate the final profile structure. |
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| Paper #2 | |
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| Latent Profiles of Early Childhood Teachers’ Well-Being: Predictors and Differences in Turnover Intentions in Korea | |
| Author information | Role |
| Jihyun Sung, Sungkyunkwan University, South Korea | Presenting author |
| Jiwon Hwang, Sungkyunkwan University, South Korea | Non-presenting author |
| Abstract | |
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The quality of young children's experiences is significantly influenced by early care and education (ECE) teachers. To provide high-quality learning experiences and meet the demands of caring for children, ECE teachers must maintain both physical and psychological health (Kwon et al., 2020). However, there has been a recent rise in ECE teacher turnover, which poses a potential threat to the overall quality of education and childcare. In response, researchers have begun examining attitudinal aspects of the profession, particularly focusing on well-being, which may contribute to teacher turnover (McCormick et al., 2021). Well-being, as a multidimensional concept, reflects an individual's emotional state and should be approached holistically through a human-centered framework (Lazić et al., 2021). Thus, this study aims to identify the latent profiles of ECE teachers' well-being and to explore the individual and workplace factors that predict these profiles. Additionally, it seeks to examine variations in teachers' turnover intentions, both within and outside the ECE field, based on these well-being profiles. The study involved 245 early childhood teachers in South Korea, with data collected via a survey. The Early Childhood Professional Well-being Questionnaire (McCormick et al., 2022) assessed well-being across three domains: community belonging, safety and security, and professional identity. Latent Profile Analysis (LPA) was employed to identify distinct well-being profiles among ECE teachers. Several model fit indices were compared to determine the optimal model, including the Akaike Information Criterion (AIC), Bayesian Information Criterion (BIC), Sample Size Adjusted Bayesian Information Criterion (ABIC), entropy, and the significance of the Bootstrapped Likelihood Ratio Test (BLRT). In addition, the average probability of class membership and the proportion of classified profiles were examined. To analyze the impact of individual and work environment factors on these profiles, the R3STEP method was utilized. The BCH method was subsequently applied to assess differences in turnover intentions within and outside the ECE field. The fit indices for the profiles are presented in Table 1. Five latent well-being profiles were identified among the early childhood teachers (Figure 1). These profiles were labeled as follows: “lowest,” “professionally driven,” “safety seeker,” “satisfied,” and “highest.” The R3STEP analysis revealed that teacher age and work environment variables, such as job position, monthly income, teacher-child ratio, and the number of adults in the classroom, were significant predictors of well-being profiles. The BCH analysis showed that higher well-being levels were associated with lower turnover intentions, both within and outside the ECE field. Moreover, differences in turnover intentions were observed across groups based on their perceived levels of safety and security. This study is significant as it identifies distinct groups of ECE teachers based on well-being factors, highlights the predictors of well-being profiles, and uncovers differences in turnover intentions within and outside the ECE field. Given that ECE teachers play a crucial role in determining the quality of early childhood education and care, these findings offer valuable insights for creating conditions that promote the sustained provision of high-quality education and care. |
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| Paper #3 | |
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| Unpacking Early Childhood Educator Well-Being in Singapore: Job Demands and Resources Associated with Well-Being Profiles | |
| Author information | Role |
| Ee Lynn Ng, National Institute of Education, Nanyang Technological University, Singapore | Presenting author |
| Jacqueline Lee Tilley, National Institute of Education, Nanyang Technological University, Singapore | Non-presenting author |
| Abstract | |
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In Singapore, where preschool enrolment rates of 5- to 6-year-olds exceed 90%, early childhood educators (ECEs) play a significant role in supporting children’s holistic development. Yet, a recent survey of over 1300 Singapore educators found that more than 80% of the respondents, of which 30% were ECEs, reported having poor mental health (Singapore Counselling Services, 2021). Consistent with the Job Demands-Resources model (Bakker & Demerouti, 2007), workplace issues faced by ECEs include a high workload, poor work-life balance, and the demands of managing students with diverse needs (Authors, 2022). Given the established impact of ECEs’ well-being on classroom climate and practices, as well as its consequences for children’s well-being, there is increasing public concern about how this growing occupational stress and high turnover of qualified and experienced ECEs can be mitigated (Foo, 2013; Qing, 2021). However, local empirical research on what constitutes well-being among ECEs and what contributes to this well-being remains limited. This gap must be addressed to ensure that policy initiatives invested in maintaining the sector’s sustainability appropriately target the needs and concerns of ECEs in Singapore. To address this gap, we used Latent Profile Analysis to identify ECE well-being profiles and ANOVAs to compare work conditions (i.e., job demands and resources) across profiles. A total of 309 EC educators (98% females) working in formal early childhood education settings self-reported their physical well-being (perceptions of general health, physical functioning), professional well-being (job satisfaction, emotional exhaustion, work-related stress), job demands (e.g., length of daily commute, emotional labour), and job resources (e.g., sense of accomplishment, positive centre-related feelings). Three well-being profiles were identified (Figure 1): High Well-Being (18% of educators), defined by high levels of general health, low levels of emotional exhaustion and work-related stress, and moderately high levels of job satisfaction; Average Well-Being (47%), characterised by overall moderate levels of physical and psychological well-being; and Low Well-Being (35%), marked by moderately low levels of physical well-being and job satisfaction, as well as high levels of emotional exhaustion and work-related stress. One-way ANOVAs (Table 1) showed that the Low Well-Being group had a significantly higher proportion of children with additional needs in their classrooms compared to the Average Well-Being group. Moreover, all three profiles differed significantly on emotional labour (I need to be nice no matter how I really feel), emotional demands (I feel frustrated by this job), sense of accomplishment (I make a positive difference in children’s lives) and centre-related feelings (I take pride in my centre). Our findings shed light on the working conditions associated with ECE well-being. Educators with higher well-being reported fewer emotional demands at work and more positive feelings about their work and workplace compared to their counterparts with lower well-being. Moreover, ECEs with lower well-being have higher job demands in terms of having more children with additional needs in their classroom compared to other groups. These results could contribute to developing policy or workplace initiatives focused on improving ECEs’ working conditions to enhance their well-being and improve workforce stability. |
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| Paper #4 | |
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| Relationships Between Working Conditions and Teacher Well-Being in the U.S.: A Latent Profile Analysis | |
| Author information | Role |
| Wonkyung Jang, University of Oklahoma, The United States | Presenting author |
| Kyong-Ah Kwon, University of Oklahoma, The United States | Non-presenting author |
| Timothy G. Ford, University of Oklahoma, The United States | Non-presenting author |
| Abstract | |
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Early care and education (ECE) teacher well-being is shaped by working conditions like the work environment and various job demands (e.g., work load, children’s challenging behaviors) and resources (e.g., compensation, benefits, social support, Authors, 2021; Grant et al., 2019; Sandilos et al., 2023), consistent with the Job Demands and Resources Model (Bakker & Demerouti, 2007) Traditional studies often use variable-centered approaches that focus on overall variations in constructs like working conditions across teachers, overlooking how combinations of these factors uniquely impact specific groups or individuals. To address this, the current study uses Latent Profile Analysis (LPA) to identify distinct patterns of working conditions in the ECE settings and their effects on whole teacher well-being, including physical, psychological, and professional well-being. Methods A total of 262 teachers, including 112 from Early Head Start and Head Start, participated in this study from 38 early childhood education centers in a metropolitan area in Oklahoma, representing diverse racial and educational backgrounds. We conducted confirmatory factor analysis (CFA) to validate the structure of constructs related to whole teacher well-being and working conditions using a predefined measurement model. For teacher well-being, the model included physical well-being (e.g., headaches, general health), psychological well-being (e.g., depression, perceived stress), and professional well-being (e.g., work commitment, self-efficacy). For working conditions, the model covered work environment, job resources (e.g., income, insurance, daily breaks), and job demands (e.g., job demand, teacher-child conflict). Latent factor scores were calculated, and Latent Profile Analysis (LPA) was performed, followed by ANOVA to compare well-being scores across profiles. Results The LPA identified three distinct profiles using a Gaussian finite mixture model: Optimally Supported with Positive Work Environment (31% of teachers), characterized by a positive work environment (M=0.64), moderate job resources (M=0.40), and low job demands (M=-0.59); Under-Resourced with Minimal Demand (30%), defined by a slightly negative work environment (M=-0.02), low job resources (M=-1.32), and low job demands (M=-0.47); and High Resources and Demands with Challenging Work Environment (39%), marked by a negative work environment (M=-0.48), high job resources (M=0.69), and high job demands (M=0.82) (see Figure 1). ANOVA results show that teachers in the Optimally Supported and Under-Resourced profiles have significantly higher physical, psychological, and professional well-being compared to those in the High Resources and Demands profile. Additionally, the Optimally Supported group exhibits significantly higher psychological and professional well-being than the Under-Resourced group (see Figure 2 as an example). Discussion The study’s findings underscore the pivotal role of the work environment in shaping teacher well-being, often outweighing the effects of job resources and demands. Teachers in the Optimally Supported profile, characterized by a positive work environment, reported higher well-being across physical, psychological, and professional domains, even compared to those with fewer demands and resources. Conversely, those in the High Resources and Demands profile experienced lower well-being, likely due to the pressures of a challenging work environment. These results suggest that interventions should prioritize creating supportive work environments while balancing job demands and resources to enhance teacher well-being. |
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Global Insights into ECE Workforce Well-Being, Working Conditions, and Turnover through Latent Profile Analysis
Submission Type
Paper Symposium
Description
| Session Title | Global Insights into ECE Workforce Well-Being, Working Conditions, and Turnover through Latent Profile Analysis |