Poster #99 - Unresolved Disruptions to Early Childhood Providers’ Wellbeing After the COVID-19 Pandemic

• In Event: Poster Session 08

Abstract

Background: Increasing number of studies show the negative impacts of COVID-19 on the early childhood education (ECE) field (Daro & Gallagher, 2020; Kim et al., 2022). Specifically, negative impacts on ECE providers’ wellbeing such as heightened levels of mental stress, depression, and lower job commitment (Eadie et al, 2021; Markowitz & Bassok, 2022) are deeply concerning. Disruptions to wellbeing may impact ECE providers’ ability to build positive relationships with children and have negative association with overall job performance. Using data from ECE providers who continued working during the pandemic, we sought to examine the impacts of unresolved disruption in ECE providers’ wellbeing on their work engagement, work-related psychological distress, and relationship with children.
Methods: Data came from a larger study evaluating the effects of a COVID-19 training that was required for all ECE providers in Maryland since fall 2020. An online survey was distributed in spring 2022 to providers who took the training from fall 2020 – fall 2021 (n = 33,748) and 473 participants completed the survey. For this study, we selected two sub-samples: (1) directors who had their programs open at the beginning of the pandemic (n = 89) and (2) providers who continued to work during the pandemic (n = 261). As a predictor, we asked whether they feel recovered from the disruptions from the beginning of the pandemic (0 = fully recovered; 1 = still having some or a lot of disruptions). For outcome variables, we measured work engagement using Utrecht Work Engagement Scale (Schaufeli & Bakker, 2003), Secondary Traumatic Stress and Job Burnout using Compassion Fatigue and Psychological Distress Scale (Adams et al, 2006), and relationship with children, using Student-Teacher Relationship Scale (STRS; Pianta, 2001). The descriptive statistics and participant information are presented in Table 1. We conducted a series of independent t-tests to examine the unresolved distress group difference on the outcome variables.
Results: About 66.3% (sample 1) and 64.7% (sample 2) of the participants reported that they are still experiencing some or a lot of disruptions (Table 1). The results of the independent t-tests (Table 2) showed that in both samples, participants who reported to be experiencing some or a lot of disruptions had lower levels of work engagement (Vigor and Dedication), higher levels of work-related psychological stress (Secondary Traumatic Stress and Job Burnout), and heightened levels of conflict with children.
Implications: Findings indicate that ECE providers are still experiencing pandemic-related disruptions and if so, are more likely to report greater work-related distress, work disengagement, and challenges in provider-child relationships. These factors may translate to a decrease in quality of care, with a potential impact on children’s learning, as reliable, responsive, nurturing relationships are foundational to child development (Center on the Developing Child, 2016). Higher levels of stress and disengagement may also affect relationships with families, as communicating with families is a common stressor, further limiting quality of care (Faulkner et al. 2016). Research is needed to determine protective factors that ameliorate impact of disruptions on ECE provider wellbeing.

Authors

• Rachel Hur, Johns Hopkins University

• Salenah Cartier, Johns Hopkins University
  Presenting Author

• Beth Boyle, Johns Hopkins University

• Vy Phung, Johns Hopkins University

• Isabella Bubier, Johns Hopkins University