Early childhood educators’ workplace well-being: a case for using self-determination theory to understand and support workplace well-being in early childhood services

Research output: Contribution to journalArticleResearch

Abstract

Current conceptualisations of Early Childhood (EC) educator workplace well-being are problematic due to large gaps in the workplace well-being literature. Gaps include a dearth of research examining healthy well-being, limited qualitative studies to understand the complexity of workplace well-being and a focus on hedonic well-being (happiness at work) without the inclusion of eudaimonic well-being (meaningful work). Moreover, attention in the literature is mainly given to external conditions influencing well-being such as poor pay and working conditions. This article begins with a critique of EC workplace well-being literature and then provides an argument that asserts Self-Determination Theory (SDT) has the potential to provide a more suitable conceptualisation of EC educator well-being. Key principles of both SDT and Early Childhood Education and Care (ECEC) are provided to highlight the suitability of using SDT to understand and also support the healthy well-being of those working in prior to school settings in the Australian ECEC context.
LanguageEnglish
Pages9-17
Number of pages9
JournalNew Zealand-International Research in Early Childhood Education Journal
Volume22
Issue number2
Publication statusPublished - 2019

Fingerprint

self-determination
workplace
well-being
childhood
educator
early childhood education and care
working conditions
happiness
inclusion

Keywords

  • self-determination theory
  • well-being
  • work-place stress
  • job satisfaction

Cite this

@article{e6f7920da9004723ae99291cce1b9f37,
title = "Early childhood educators’ workplace well-being: a case for using self-determination theory to understand and support workplace well-being in early childhood services",
abstract = "Current conceptualisations of Early Childhood (EC) educator workplace well-being are problematic due to large gaps in the workplace well-being literature. Gaps include a dearth of research examining healthy well-being, limited qualitative studies to understand the complexity of workplace well-being and a focus on hedonic well-being (happiness at work) without the inclusion of eudaimonic well-being (meaningful work). Moreover, attention in the literature is mainly given to external conditions influencing well-being such as poor pay and working conditions. This article begins with a critique of EC workplace well-being literature and then provides an argument that asserts Self-Determination Theory (SDT) has the potential to provide a more suitable conceptualisation of EC educator well-being. Key principles of both SDT and Early Childhood Education and Care (ECEC) are provided to highlight the suitability of using SDT to understand and also support the healthy well-being of those working in prior to school settings in the Australian ECEC context.",
keywords = "self-determination theory, well-being, work-place stress, job satisfaction",
author = "Catherine Jones and Fay Hadley and Manjula Waniganayake and Melissa Johnstone",
year = "2019",
language = "English",
volume = "22",
pages = "9--17",
journal = "New Zealand-International Research in Early Childhood Education Journal",
issn = "2537-7191",
publisher = "Childforum Research Network",
number = "2",

}

TY - JOUR

T1 - Early childhood educators’ workplace well-being

T2 - New Zealand-International Research in Early Childhood Education Journal

AU - Jones, Catherine

AU - Hadley, Fay

AU - Waniganayake, Manjula

AU - Johnstone, Melissa

PY - 2019

Y1 - 2019

N2 - Current conceptualisations of Early Childhood (EC) educator workplace well-being are problematic due to large gaps in the workplace well-being literature. Gaps include a dearth of research examining healthy well-being, limited qualitative studies to understand the complexity of workplace well-being and a focus on hedonic well-being (happiness at work) without the inclusion of eudaimonic well-being (meaningful work). Moreover, attention in the literature is mainly given to external conditions influencing well-being such as poor pay and working conditions. This article begins with a critique of EC workplace well-being literature and then provides an argument that asserts Self-Determination Theory (SDT) has the potential to provide a more suitable conceptualisation of EC educator well-being. Key principles of both SDT and Early Childhood Education and Care (ECEC) are provided to highlight the suitability of using SDT to understand and also support the healthy well-being of those working in prior to school settings in the Australian ECEC context.

AB - Current conceptualisations of Early Childhood (EC) educator workplace well-being are problematic due to large gaps in the workplace well-being literature. Gaps include a dearth of research examining healthy well-being, limited qualitative studies to understand the complexity of workplace well-being and a focus on hedonic well-being (happiness at work) without the inclusion of eudaimonic well-being (meaningful work). Moreover, attention in the literature is mainly given to external conditions influencing well-being such as poor pay and working conditions. This article begins with a critique of EC workplace well-being literature and then provides an argument that asserts Self-Determination Theory (SDT) has the potential to provide a more suitable conceptualisation of EC educator well-being. Key principles of both SDT and Early Childhood Education and Care (ECEC) are provided to highlight the suitability of using SDT to understand and also support the healthy well-being of those working in prior to school settings in the Australian ECEC context.

KW - self-determination theory

KW - well-being

KW - work-place stress

KW - job satisfaction

M3 - Article

VL - 22

SP - 9

EP - 17

JO - New Zealand-International Research in Early Childhood Education Journal

JF - New Zealand-International Research in Early Childhood Education Journal

SN - 2537-7191

IS - 2

ER -