幼儿启蒙教育者的流动和留任

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Early Childhood Education Journal Pub Date : 2024-05-16 DOI:10.1007/s10643-024-01685-x
Delia Vicente, Melanie Venegas, Alma D. Guerrero
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引用次数: 0

摘要

教育工作者决定着早期教育计划的质量,对儿童的学习和健康成长至关重要。然而,幼儿教育领域在留住教育工作者方面往往面临挑战。本研究采用描述性研究设计,通过 "启蒙教育 "和 "早期启蒙教育 "教育工作者的声音来探讨人员流动和留任问题。教育工作者认为,留住员工的因素包括:从事一份有意义、有目的的工作,为儿童、家庭和社区带来积极的变化;获得专业发展机会;与同事建立积极的联系。而低工资、大量文书工作、复杂的工作量、缺乏认可、入职培训薄弱、教师培训实践以及在计划变更中缺乏发言权则被认为是离职因素。尽管工资低,但教育工作者表示,如果他们的成长和相关性需求得到满足,他们就更有可能留下来。一个组织的制度、实践和工作条件,以及这些制度、实践和条件在多大程度上满足了员工的核心需求,都会影响到员工的整体流失率和留任率。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

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Turn-over and Retention Among Head Start Educators

Educators shape the quality of early education programs and are essential to children’s learning and healthy development. However, the early childhood education field is often challenged in retaining educational staff. Using a descriptive research design this study explores turnover and retention through the voices of Head Start and Early Head Start education staff. Education staff identified retention factors to be, holding a job with meaning and purpose that made a positive difference for children, families and communities, access to professional development opportunities, and positive connections with colleagues. While, low wages, high volumes of paperwork, complex caseloads, lack of recognition, weak onboarding, teacher preparation practices, and lack of voice in program changes, were identified as turnover factors. Despite low wages educators voiced they are more likely to stay when their growth and relatedness needs are being met. Overall turnover and retention were influenced by an organization’s systems, practices, and working conditions and how well these met the human core needs of its staff.

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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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