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Early Childhood Teachers' Self-efficacy and Professional Support Predict Work Engagement. | LitMetric

Early Childhood Teachers' Self-efficacy and Professional Support Predict Work Engagement.

Early Child Educ J

Human Development and Family Sciences, College of Public Health and Human Sciences, Oregon State University - Cascades, 1500 SW Chandler Ave, Bend, OR 97702 USA.

Published: April 2021

AI Article Synopsis

  • Early childhood teachers are crucial for children's development but face stressors that can harm their well-being and job retention.
  • A study involving 50 teachers explored how personal (self-efficacy) and workplace (professional support) resources influence work engagement despite challenges like compassion fatigue and children's difficult behaviors.
  • Results suggest that enhancing teachers' self-efficacy and professional support can boost their passion and dedication at work, positively impacting both their well-being and children's development.

Article Abstract

Early childhood teachers play a central role in children's learning and development. Yet, they encounter stressors that can negatively impact their well-being, relationships with children, and, ultimately, job retention. To inform efforts to support early childhood teachers' work-related well-being, the current study examines positive factors that predict work engagement. Participants were 50 early childhood teachers from Head Start (34%), center-based programs (32%), and licensed home-based programs (34%). Consistent with a resilience framework and the Job Demands-Resources model, we examined both a personal resource (self-efficacy) and a workplace resource (professional support) in relation to work engagement, or the positive, fulfilling connection to one's work. Teachers' self-efficacy and professional support predicted greater work engagement, accounting for job demands (teachers' compassion fatigue/work distress and children's challenging behaviors) and teachers' education and professional development. Although not causal, findings are suggestive that supporting early childhood teachers with what they need to do their job effectively and feel that they can make meaningful differences in children's lives may help them to engage in their work with passion, dedication, and positive energy. Ultimately, supporting teachers' work engagement may in turn have developmental benefits for children as well.

Download full-text PDF

Source
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8059119PMC
http://dx.doi.org/10.1007/s10643-021-01182-5DOI Listing

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