To Leave or to Stay: The Early Childhood Educators' Balancing Act

• In Event: Poster Session 2: Topics Affecting Early Childhood Teachers and Children

Abstract

This qualitative study examined differences in how early childhood teachers who stayed in or left their jobs interpreted their job demands and job resources and the factors that shaped teachers’ turnover and retention decisions. Twenty-six teachers who worked in subsidized early care and education programs were interviewed, 14 of whom stayed in their jobs and 12 of whom left their jobs. Teachers who stayed shared the same job frustration as those who left, but those who stayed were more willing to engage creatively in solving workplace problems. Stayers also placed more value on professional development opportunities and career advancement. Teachers who left felt that lacking key job resources undermined their sense of competence at being an effective teacher.

Authors

• Courtney Donovan, University of Colorado - Denver

• Diana Schaack, University of California - Berkeley

• Tobi Ope Adejumo, University of Colorado - Denver

• Mari C Ortega, University of Colorado Denver