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More Than Babysitters: An In-Depth Look at the Characteristics, Work Experiences, and Retention of Infant-Toddler Teachers in the US

Description:

We will perform descriptive analyses to examine the qualifications and diversity of infant-toddler teachers in 2019 compared with 2012. During this period, states rolled out extensive efforts to improve the supply and quality of infant-toddler care under CCDBG reauthorization, as well as other efforts to professionalize the broader early childhood workforce. Multivariate analyses aim to predict factors associated with infant-toddler teachers’ health, mental health, and turnover intentions. Predictors include teacher qualifications and training, aspects of job quality (e.g., work environment, professional development supports, and job stressors), center characteristics (e.g., funding sources, accreditation, participation in a quality rating and improvement system), and community characteristics (e.g., poverty density, female employment rate). We also examine characteristics of centers with high staff retention (i.e., no turnover) and characteristics of centers with high turnover to identify possible policy levers.

Resource Type:
Administration for Children and Families/OPRE Projects
Principal Investigator(s):
Grantee(s)/Contrator(s):
Country:
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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