Unequal Pay for Equal Qualifications and Work: Working Conditions for Early Childhood and K-12 Leaders

• In Event: Towards Health Equity: Examining Disparities in Early Childhood Educators’ Well-Being and Working Conditions

Abstract

Educational leaders can experience their work as both challenging and stimulating, as well as overwhelming, demanding, and exhausting (Author, 2020; DeMatthews et al., 2021; Snodgrass, 2018). These challenges have compounded during the pandemic and likely have had a negative impact on teaching and learning, particularly in high-poverty schools with more students of color (Kaufman et al., 2022). Despite growing interest in student and teacher well-being and working conditions, school leader well-being and working conditions remain woefully understudied–in particular for early childhood leaders. For this study, we sought to holistically consider the working conditions and well-being of educational leaders serving a wide range of student age groups (birth through secondary) and compare them between early childhood and K-12 leaders. Among the various working condition indicators we examine, we will delve more into compensation of the leaders as a key indicator of the quality of working conditions and equity in school (Grissom et al., 2021) and explore whether pay equity is achieved among the various subgroups of educational leaders in our sample.

Method
We collected nationally representative data on K-12 and ECE school leaders’ physical, psychological, and professional well-being and working conditions, including demands, resources, and support. The survey, which was administered at the end of the 2021-2022 school year (May to June 2022), yielded 2,347 survey responses from all 50 states and the District of Columbia, with 1,486 identifying as K-12 leaders in public, private, and charter schools and 861 identifying as early childhood education leaders in a variety of for-profit and non-profit childcare centers (no family childcare homes were included). The analytical approach was descriptive; we employed a series of independent samples t-tests of mean differences between ECE and K-12 leaders, considering both educational level and gender.

Results & Discussion
ECE leaders work fewer hours per week on average and have generally better reported working conditions than K-12 leaders (see Table 1). They have generally more self-care supports available as well as learning opportunities, though both ECE and K-12 leaders have very demanding jobs. Furthermore, K-12 leaders are in better physical condition than ECE leaders, with ECE leaders average BMI falling in the “obese” range; neither group exercises routinely. With respect to psychological and professional well-being, both groups are comparable, which is not to say that they are happy and content with their jobs. Finally, there is a pronounced difference between the pay of K-12 versus ECE leaders—over a $30k difference in salary. When we examine more closely, breaking down leader salary by gender, female K-12 leaders with a bachelor’s degree or higher have a pay gap of approximately $9k, p < .001, while ECE female leaders have a pay gap of over $40k (see Figure 1). This gap remains stable when just examining those leaders with a Master’s degree. There is no significant difference in pay among different racial/ethnic groups. We will discuss issues related to equity in leaders’ working conditions and its potential implication for their well-being and the overall leader workforce.

Authors

• Kyong-Ah Kwon, University of Oklahoma
  Presenting Author

• Timothy Ford, University of Oklahoma

• Tom McHugh