Supporting the psychological well-being of the early care and education workforce: Findings from the National Survey of Early Care and Education [Executive summary]
This report uses a recent nationally representative survey of the ECE workforce to identify supports to psychological well-being among teachers in center-based ECE programs (NSECE Project Team, 2016). Teachers responded to six items assessing symptoms of nonspecific psychological distress -- for example, how often they feel like "everything is an effort." After accounting for teachers' background characteristics, we examined whether formal workforce supports (e.g., coaching/mentoring) and informal workforce supports (e.g., feeling respected at work) were associated with ECE teachers' psychological distress. Our analyses are restricted to teachers and lead teachers in the center-based workforce, so we use the term "teachers" when discussing findings. (author abstract)
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Child Care and Early Education Policy and Research Analysis Project (CCEEPRA)
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Equity in child care is everyone’s business [Executive summary]