The Relationship Between Rural Areas' Early Childhood Education Teachers' Autonomy, Belonging, Job Satisfaction, and Burnout

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 1
  In Roundtable Session: Belonging from the Beginning: Intentional Policy, Practices, and Inquiry in Early Childhood Education

Abstract

Early childhood educators (ECE) teaching in rural communities are confronted with unique challenges that impact well-being and burnout in the profession. This study investigates how autonomy, belonging, job satisfaction, and burnout interrelate among rural ECE. Thirty-two teachers, with different teaching and educational backgrounds, completed a demographics questionnaire, Maslach Burnout Inventory, and Collective Teacher Culture Scale with follow-up qualitative reflection opportunities. Quantitative analysis identified strong correlations between supportive teacher culture and reduced burnout, with regression results explaining 83% of burnout variance. This study utilized Teacher Resilience Framework guided thematic analysis which identified three protective domains: strategic coping, collegial support, and personal commitment. The findings guide policy, leadership, and professional development to reduce burnout and enhance resilience.

Author

• Maryam Sadat Sharifian, James Madison University