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.
|Number of pages||9|
|Journal||New Zealand-International Research in Early Childhood Education Journal|
|Publication status||Published - 2019|
- self-determination theory
- work-place stress
- job satisfaction
Jones, C., Hadley, F., Waniganayake, M., & Johnstone, M. (2019). Early childhood educators' workplace well-being: A case for using self-determination theory to understand and support workplace well-being in early childhood services. New Zealand-International Research in Early Childhood Education Journal, 22(2), 9-17.