Early childhood educators’ workplace well-being: it’s everyone’s right!

Catherine Jones*, Melissa Johnstone, Fay Hadley, Manjula Waniganayake

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Extant literature on Early Childhood educator workplace well-being focuses on the disease model of well-being, with studies mainly addressing stress and burnout. There is a paucity of research conceptualising healthy workplace well-being for educators and an absence of theorising to frame, understand and enhance Early Childhood educator workplace well-being. This paper reports on
    Phase 2 of an exploratory sequential mixed methods study, which aimed to explore the individual, relational, and contextual factors influencing healthy workplace well-being. Using Phase 1 interview findings (Author, blind for review), a survey was developed to investigate predictors on workplace well-being in early childhood services in Australia. The survey drew on the sub-theory ‘Basic psychological needs’ of Deci and Ryan’s Self-Determination Theory. Hierarchical multiple regression analysis indicated that autonomy, relatedness, and competence predicted workplace well-being even after controlling for demographic and organisation variables.
    Original languageEnglish
    Pages (from-to)322-335
    Number of pages14
    JournalAustralasian Journal of Early Childhood
    Volume45
    Issue number4
    DOIs
    Publication statusPublished - Dec 2020

    Keywords

    • early childhood educator
    • workplace well-being
    • Self Determination Theory
    • emotional labour

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