Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions
The majority of teachers in the early care and education (ECE) workforce face disparities in physical and psychological well-being as well as working conditions. This study examined the working conditions and physical, psychological, and professional well-being of early childhood teachers and compared the results by the child age group they care for and by teachers’ level of educational attainment. Two hundred sixty-two early childhood teachers completed a brief health assessment and a questionnaire on demographic information, well-being, and working conditions. A subsample of 40 teachers were observed for the quality of care they provided to the children. (author abstract)
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