Identifying predictors of retention and professional wellbeing of the early childhood education workforce in a time of c
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Identifying predictors of retention and professional wellbeing of the early childhood education workforce in a time of change Karen Thorpe1,2 · Elena Jansen2 · Victoria Sullivan1 · Susan Irvine3 · Paula McDonald4 · The Early Years Workforce Study team
© Springer Nature B.V. 2020
Abstract The international agenda for quality improvement in early childhood education and care (ECEC) has driven policies targeting workforce professionalisation. Increased training and accountability have been required, but without commensurate renumeration. Attendant staff turnover and educator stress threaten to undermine the achievement of intended policy goals. In a study of the Australian ECEC workforce, we conducted a national survey. We also longitudinally tracked staff turnover in a stratified sample of ECEC centres in remote, regional and urban locations, each with different populations and economic ecosystems. National survey data (N = 916) showed intended exit (22%) was associated with upgrading qualifications and positive motivations at entry to the workforce while intention to stay was associated with having a career role and personal satisfaction. The small variations in wages or work demands in the sector did not moderate these relationships but supportive workplaces increased intention to stay. In tracked centres (N = 98 staff), annual turnover (37%) was explained by personal (e.g., maternity) and workplace factors, both positive (promotion, removing unsuited staff) and negative (dissatisfaction). Highest turnover was in remote locations (47%). We conclude that long term sustainability should attend to appropriate reward of professionalisation. In the short-term supportive workplace culture is critical in retaining and sustaining educators. Keywords Early care and education (ECE) · Early childhood education and care (ECEC), workforce · Professionalism · Retention · Turnover · Stress · Wellbeing
* Karen Thorpe [email protected] Extended author information available on the last page of the article
13
Vol.:(0123456789)
Journal of Educational Change
Introduction High quality early childhood education and care (ECEC) is an investment in children’s futures and a growing imperative in developed economies as they face the implications of population ageing, shifting family structures, and changing work dynamics (OECD 2017). Over the past three decades, strong evidence has emerged from neuro- and developmental-science for the developmental effectiveness of providing intellectually stimulating, emotionally supportive and socially engaging learning experiences in the early years of life. ECEC programs have a significant place in such provisions (Shonkoff et al. 2012). Particularly compelling are arguments for the strategic and economic effectiveness of ECEC programs in prevention of developmental problems compared with their educational remediation (Duncan and Magnuson 2013; Heckman and Carneiro 2003; Heckman et al. 2010). Early education programs can achieve disproportionate gains for children living in disadvantage a
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