Buffet Early Childhood Institute at the University of Nebraska
Date of this Version
2023
Document Type
Article
Citation
Published in Early Education and Development 34:6 (2023), pp. 1414–1428. https://doi.org/10.1080/10409289.2023.2173463
Abstract
Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor’s degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive well-being group, demonstrating system inequities and opportunities for improvement. Practice or Policy: These findings have implications for supporting the early care and education workforce. Specifically, findings suggest psychological well-being, including self-care and self-compassion, may be relevant focus areas for organizational and systems change efforts or interventions. Furthermore, findings suggest that trauma-informed approaches and support for assistant teachers are particularly important to promote equity and well-being across the workforce.
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Child Psychology Commons, Developmental Psychology Commons, Early Childhood Education Commons, Educational Psychology Commons, Educational Sociology Commons, Education Economics Commons, Education Policy Commons, Policy History, Theory, and Methods Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, School Psychology Commons
Comments
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