The Unseen Struggles: Exploring Work-Related Stress and Coping Strategies Among Early Childhood Teachers

• In Event: AERA Roundtable Session Wednesday 9:45 am - Gold 1
  In Roundtable Session: Workforce Experiences in Early Care and Education

Abstract

Work-related stress significantly impacts early childhood teachers' well-being and educational quality globally, yet limited research exists in sub-Saharan African contexts. This study surveyed 124 kindergarten teachers in Ghana to identify key stressors and coping strategies. Teachers reported multiple stressors including inadequate resources, heavy workloads, large class sizes, insufficient parental support, and student indiscipline, leading to frustration and exhaustion. Teachers commonly cope by seeking support from colleagues, practicing relaxation (e.g. listening to music and taking rest), though systemic support remains limited. The findings highlight the need for educational authorities to provide adequate resources, reduce class sizes and workloads, and offer professional development on stress management. Such measures are essential to improve teacher well-being and sustain quality early childhood education.

Authors

• Seth Badu, New York University

• Anthony Woode-Eshun, University of South Florida