Cultivating Collaborative Practice to Sustain and Retain Early Childhood Educators

Le résumé fourni par la source

The retention of educators is foundational to the provision of high-quality early childhood education and care (ECEC), yet the sector continues to face significant workforce challenges. This study explores how organisational climate and leadership influence collaborative practice and, in turn, educator retention. Using a constructivist grounded theory (CGT) approach, data were collected through focus groups and interviews with 34 educators across diverse service types in the Northern Territory, Australia. In accordance with CGT, analysis revealed two core categories—‘struggle’ and ‘hope’—reflecting the impact of workplace relationships on collaborative practice. In ECEC settings where communication was limited and psychological safety was lacking, participants described resistant behaviours and horizontal violence, which contributed to educator stress and attrition. Conversely, environments that fostered open communication, reflective practice, and trusting relationships enabled collaborative practice that supported educator wellbeing and retention. The findings suggest that intentional leadership and an organisational climate that embodies ‘care’ are essential for cultivating collaboration, enhancing job satisfaction, and improving workforce stability. This paper proposes that ‘building connection builds retention,’ highlighting the importance of relational and reflective practices in sustaining the ECEC workforce.

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