Teacher Well-Being, Classroom Quality, and Retention in Louisiana Early Childhood Education Programs

• In Event: Early Childhood Education Quality Improvements

Abstract

Early educators provide high-quality interactions with young children and are the key ingredient in early care and education (ECE) experiences that promote children’s cognitive, social, and emotional development. In the United States, however, these educators receive very little compensation, and in turn, often lack access to important resources and show signs of stress and depression. This is likely to impact both their classroom practice and the likelihood that they remain in their jobs. This study estimates the relationships among measures of emotional and financial wellbeing, classroom quality, and teacher turnover over a one-year period. Findings will inform policymakers looking to use COVID-19 recovery dollars to build more effective ECE systems for both teachers and children in the long-term.

Authors

• Anna J. Markowitz, University of California - Los Angeles

• Daphna Bassok, University of Virginia

• Deiby Mayaris Cubides Mateus, University of Virginia

• Kennedy Weisner, University of Virginia