Early Childhood Educators' Perception of Burnout: Impact on Educator Self-Efficacy, Teacher-Child Relationships, and Children's Emotional Regulation

Authors

Isaac M.D. Bowman, University of Nebraska-LincolnFollow

First Advisor

Mary Garro Zeleny

Date of this Version

12-2025

Document Type

Thesis

Citation

A thesis presented to the faculty of the Graduate College at the University of Nebraska in partial fulfillment of requirements for the degree of Master of Arts

Major: Educational Psychology

Under the supervision of Professor Mary Garro Zeleny

Lincoln, Nebraska, December 2025

Comments

Copyright 2025, Isaac M.D. Bowman. Used by permission

Abstract

Early childhood educators (ECE) play a critical role in the academic advancement and nurturing care provided to children in their care, a distinct difference in role and responsibilities compared to traditional K-12 schooling. Published by the Buffett Early Childhood Institute, a report pertaining to ECE turnover revealed a nearly 40% annual turnover rate. Factors ECEs previously attributed to their exit of the early childhood education field involve low wage, low self-efficacy, and dealing with challenging behaviors. While not an exhaustive list, in a field relying predominantly on routine and consistency, ECE turnover rate highlights a necessity in exploring potential indirect consequences of the educator revolving door on children. In the present study, guided by interpretative phenomenological analytic approach and Bandura’s social cognitive theory, two ECEs from a Midwest early childhood education center participated in semi-structured interviews to explore their perceptions of burnout and its impact on (1) educator self-efficacy, (2) teacher-child relationships, and (3) children’s emotional regulation. Five cross-sectional themes were identified: (1a) stressor inseparability, (1b) trainings benefit for self-regulation, (2a) educator emotional authenticity, (2b) relationship influence and (3a) children’s perception. Results first suggested that educator self-efficacy is impacted by the inseparability and compiling effect of work and life stressors and job trainings benefit for educator self-regulation, which children experience directly. Second teacher-child relationships are fostered through educators’ emotional authenticity in forms of situational empathy and true emotional expression in the classroom. In addition, valuing the parental relationship, developing a sense of ‘extended familial’ relation and the associated benefits for educators. Third, and lastly, children’s perception, rooted in Bandura’s social cognitive theory, of educator’s self-efficacy and well-being and their behavioral response, cultivating the classroom atmosphere.

Advisor: Mary Garro Zeleny