Timothy G. Ford, Kyong-Ah Kwon, Alyson Leah Lavigne, Tom McHugh
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The Working Conditions and Well-being of Early Childhood Leaders in the United States
There has been a marked increase in attention to educators’ well-being since the pandemic. The majority of this research activity, however, has been focused on the well-being of early childhood teachers while the challenges of early childhood leaders have gone largely undocumented. Using a holistic conceptualization of leader well-being along with the Job-Demands-Resources (JD-R) framework, the purpose of this study was to examine the well-being and working conditions of early childhood leaders in the U.S. To this end, we examine descriptive data on various aspects of the working conditions and physical, psychological, and professional well-being of 547 leaders (directors and associate directors) in center-based settings (ECE) as well as 667 elementary/primary principals nationwide. Overall, we found that ECE center-based leaders were paid 60% less than their K-12 counterparts but reported significantly longer tenure in the profession and in their current school. Both groups reported high workloads, working hours well above the standard 40-h workweek, and few opportunities for professional growth, coaching, and mentoring opportunities. The physical health of both groups was poor; obesity, sedentary behavior, and low physical activity were prevalent. A significant proportion of leaders (40%) were at high risk for depression and exhibited moderate burnout. Despite high demands and poor physical and psychological well-being, both groups had high job satisfaction, but also low intent-to-leave and feelings of isolation.
期刊介绍:
Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children.
Areas of Emphasis:
International studies;
Educational programs in diverse settings;
Early learning across multiple domains;
Projects demonstrating inter-professional collaboration;
Qualitative and quantitative research and case studies;
Best practices in early childhood teacher education;
Theory, research, and practice relating to professional development;
Family, school, and community relationships;
Investigations related to curriculum and instruction;
Articles that link theory and best practices;
Reviews of research with well-articulated connections to the field