Attracting, retaining and sustaining early childhood teachers: an ecological conceptualisation of workforce issues and future research directions

Marianne Fenech*, Sandie Wong, Wendy Boyd, Megan Gibson, Helen Watt, Paul Richardson

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    Abstract

    A well-qualified, well-paid, stable workforce with high psychological and emotional wellbeing is critical to the provision of quality early childhood education and care, yet workforce shortages and high turnover persist in Australia and internationally. This paper uses ecological theory to conceptualise and make sense of findings from research that has investigated the recruitment, retention and wellbeing of early childhood teachers in Australia. The theoretical framing of early childhood teacher workforce issues proffered in the paper highlights the utility of considering these issues from a holistic ecological perspective. Analysis of Australian early childhood workforce studies draws attention to the need for large-scale, longitudinal research that holistically investigates influences on the attracting, retaining and sustaining of early childhood teachers, and the impact of these influences on teacher quality.

    Original languageEnglish
    Pages (from-to)1-19
    Number of pages19
    JournalAustralian Educational Researcher
    Volume49
    Issue number1
    Early online date11 Jan 2021
    DOIs
    Publication statusPublished - Mar 2022

    Bibliographical note

    Erratum can be found in Fenech, M., Wong, S., Boyd, W. et al. Correction to: Attracting, Retaining and Sustaining Early Childhood Teachers: An Ecological Conceptualisation of Workforce Issues and Future Research Directions. Aust. Educ. Res. (2021). https://doi.org/10.1007/s13384-021-00441-z

    Keywords

    • early childhood teachers
    • recruitment
    • retention
    • wellbeing
    • attrition
    • workforce
    • early childhood education

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