Early Childhood Teachers’ Characteristics and Turnover Intentions in the United States (Poster 1)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Poster Session: Early Education and Child Development

Abstract

This study examines the predictors of turnover intentions among early childhood education (ECE) teachers in the United States using data from the 2019 National Survey of Early Care and Education (NSECE). The study focuses on personal and workplace characteristics as predictors of turnover intentions among ECE teachers. This study was anchored on the Job Demands-Resources (JD-R) Model. Binary logistic regression analysis was used to analyze the 4667 sample size to identify significant predictors of turnover intentions. Results indicated that teaching experience, frequency of child behaviors, health status, and job resources significantly impact turnover intentions. The findings suggest that targeted interventions addressing these factors could reduce turnover rates, thereby improving the retention and quality of early childhood education.

Authors

• Abiodun Emmanuel Babalola, University of Alabama

• Alison Hooper, University of Alabama