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Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations

The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during formative years. However, the inherent demands of the profession and the work conditions within ECE settings affect job satisfaction and overall he...

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Detalles Bibliográficos
Autores principales: Farewell, Charlotte V., Quinlan, Jennie, Melnick, Emily, Powers, Jamie, Puma, Jini
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7784221/
https://www.ncbi.nlm.nih.gov/pubmed/33424222
http://dx.doi.org/10.1007/s10643-020-01143-4
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author Farewell, Charlotte V.
Quinlan, Jennie
Melnick, Emily
Powers, Jamie
Puma, Jini
author_facet Farewell, Charlotte V.
Quinlan, Jennie
Melnick, Emily
Powers, Jamie
Puma, Jini
author_sort Farewell, Charlotte V.
collection PubMed
description The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during formative years. However, the inherent demands of the profession and the work conditions within ECE settings affect job satisfaction and overall health and well-being. This study applied the Job Demands-Resources Model (JD-R) and administered a cross-sectional survey (n = 137) to examine disparities in personal and external demands and resources that may impact job satisfaction and turnover rates among ECE staff who provide care for preschool children (3–5 years of age). ECE staff reported higher levels of personal demands, including depression and perceived stress, and external demands, including workload and staffing concerns, compared to the national workforce (all p < .01). The data also illustrated disparities related to resource access; ECE staff reported lower levels of personal resources, including mindfulness, and less access to external resources including safety climate, resource adequacy, role clarity, respect, and management relationships (all p < .01). Only 34% of ECE staff reported being very satisfied with their work compared to 49% of the national workforce (p < .01). External resources were significantly and positively associated with job satisfaction (B = .09, p < .01). These findings suggest that ECE staff experience significantly higher demands and have access to significantly fewer resources in the workplace, and that bolstering job-related resources may translate to increased job satisfaction.
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spelling pubmed-77842212021-01-05 Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations Farewell, Charlotte V. Quinlan, Jennie Melnick, Emily Powers, Jamie Puma, Jini Early Child Educ J Article The early childhood education (ECE) workforce plays a key role in promoting early childhood development by their interactions with young children during formative years. However, the inherent demands of the profession and the work conditions within ECE settings affect job satisfaction and overall health and well-being. This study applied the Job Demands-Resources Model (JD-R) and administered a cross-sectional survey (n = 137) to examine disparities in personal and external demands and resources that may impact job satisfaction and turnover rates among ECE staff who provide care for preschool children (3–5 years of age). ECE staff reported higher levels of personal demands, including depression and perceived stress, and external demands, including workload and staffing concerns, compared to the national workforce (all p < .01). The data also illustrated disparities related to resource access; ECE staff reported lower levels of personal resources, including mindfulness, and less access to external resources including safety climate, resource adequacy, role clarity, respect, and management relationships (all p < .01). Only 34% of ECE staff reported being very satisfied with their work compared to 49% of the national workforce (p < .01). External resources were significantly and positively associated with job satisfaction (B = .09, p < .01). These findings suggest that ECE staff experience significantly higher demands and have access to significantly fewer resources in the workplace, and that bolstering job-related resources may translate to increased job satisfaction. Springer Netherlands 2021-01-05 2022 /pmc/articles/PMC7784221/ /pubmed/33424222 http://dx.doi.org/10.1007/s10643-020-01143-4 Text en © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021, corrected publication 2022 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Farewell, Charlotte V.
Quinlan, Jennie
Melnick, Emily
Powers, Jamie
Puma, Jini
Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations
title Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations
title_full Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations
title_fullStr Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations
title_full_unstemmed Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations
title_short Job Demands and Resources Experienced by the Early Childhood Education Workforce Serving High-Need Populations
title_sort job demands and resources experienced by the early childhood education workforce serving high-need populations
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7784221/
https://www.ncbi.nlm.nih.gov/pubmed/33424222
http://dx.doi.org/10.1007/s10643-020-01143-4
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