美国幼儿领导者的工作条件和福祉

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-05-14 DOI:10.1007/s10643-024-01677-x
Timothy G. Ford, Kyong-Ah Kwon, Alyson Leah Lavigne, Tom McHugh
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摘要

自大流行病以来,对教育工作者福祉的关注明显增加。然而,大部分研究活动都集中在幼儿教师的幸福感上,而幼儿教育领导者所面临的挑战却基本上没有被记录下来。为此,我们研究了全国范围内 547 名中心幼儿园(ECE)领导(园长和副园长)以及 667 名小学/小学校长的工作条件、身体、心理和职业幸福感等各方面的描述性数据。总体而言,我们发现幼教中心领导的薪酬比幼儿园和 12 年级的同行低 60%,但他们在本行业和当前学校的任职时间要长得多。这两个群体的工作量都很大,工作时间远远超过每周 40 小时的标准工作时间,而且很少有机会获得专业成长、辅导和指导。两组人的身体健康状况都很差;肥胖、久坐不动和运动量少是普遍现象。相当一部分领导者(40%)有抑郁的高风险,并表现出中度的职业倦怠。尽管工作要求高、身心健康状况不佳,但两组领导者的工作满意度都很高,而且离职意愿低,有孤独感。
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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.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
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
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