“I Love Teaching but I must Quit”: A Systematic Review on Early Childhood Teacher Turnover

• In Event: Workforce Wellbeing and Retention in Early Childhood Education

Abstract

The early childhood workforce in the United States has persistently been highly unstable, undermining program stability, relational continuity, and workforce sustainability. Despite decades of research, turnover trends remain fragmented across domains, with limited field-wide synthesis tailored to distinct challenges of Early Childhood Education (ECE). This study presents stage one results of a meta-analysis that systematically reviewed 21 empirical studies published between 2004 and 2024, applying the Four-Capital Theory as an organizing framework. Findings illuminate key predictors across human, social, structural, and psychological domains, and highlight underexplored areas in workforce retention. Key risk factors include low compensation, high job stress, weak leadership, and limited professional and emotional support. This review informs research, policy, and practice aimed at strengthening the ECE workforce.

Authors

• Xin Li, University of Houston

• Dandan Liang, University of Houston

• Huang Wu, University of Missouri - Kansas City

• Isaac Awortwe, University of Texas at Austin

• Salenah Cartier, University of Houston