Early Educators Self-reported Stress and Positive Experiences During the COVID-19 Pandemic

• In Event: Educator Well-being During the Covid-19 Pandemic

Abstract

The current COVID-19 pandemic has resulted in substantial negative impacts on early childhood education including children, families, schools, and the workforce (Anderson, et al., 2021; Benner & Mistry, 2020; Benton, Njoroge & Ng, 2022; Code, Ralph & Forde, 2020; Feinberg, et al., 2022; Fong & Larocci, 2020; Orlov et al., 2021; Petts, Carlson & Pepin, 2021). In particular, preschool teachers have experienced unparalleled stress and workforce burnout. Although existing literature discusses early childhood educators’ wellbeing (Lizana, et al., 2021; Pöysä, Pakarinen & Lerkkanen, 2021), there is little qualitative research on what specific stressors teachers encountered during the pandemic, what descriptive words they used when reporting COVID-19 impacts, and what, if any, positive experiences they had. Grounded in Bronfenbrenner’s ecological systems theory, this study examined sources of early childhood professionals’ self-reported stress and if they perceived any positive impacts of the pandemic.

Data were collected from 45 early educators through their responses to open-ended questions in a larger survey on preschool cognitive development in the Pacific Northwest. Based on in vivo coding and thematic analysis, and with each educator contributing one to nine mentions, a total of 149 instances of distresses were discovered, specifically in relation to 1) programs and operation (119 mentions) due to COVID-19 related regulations and policies, funding decreases, and lower enrollment; 2) parents and families (16 mentions) regarding less and even absence of interaction; 3) leadership teams (10 mentions) referring to lack of support of supplies and staff shortage; and 4) co-teachers (4 mentions) when assistance was limited or absent. In contrast, there were dramatically fewer self-reported positive impacts of the pandemic. All the nine positive mentions focused mostly on benefits of better classroom management and more individualization, which mainly resulted from less enrollment and class downsize. As a result, when reporting their feelings toward the pandemic stress in use of specific descriptive keywords, the respondent teachers mostly used negative modifiers, such as “difficult”, “panicking”, “frustrating”, and “isolated”. Positive descriptions only occurred twice by using “fortunate” and “grateful”, mainly when teachers discussed their employment. Findings of the study contribute a better understanding of the stress caused by the pandemic to the early childhood workforce, especially when COVID-19 continues to impact teachers in early care and education segments. Results of the study provide guidance to early education leadership and decision makers on ways to better support early educators and prevent teacher burnout.

Authors

• Qinghua Chen, Oregon State University - Corvallis
  Presenting Author

• Alexis E Merculief, Oregon State University - Corvallis

• Molly Kile, Oregon State University

• Shannon Tierney Lipscomb, Oregon State University

• Megan M McClelland, Oregon State University - Corvallis