The impact of stressors on the mental health and well-being of early childhood educators

Résumé fourni par la source

Early childhood educators (ECEs) are experts in the development and learning of young children. This study, based on a survey of ECEs, aims to identify the stressors they experience in the early learning sector and the impact they have on their mental health and well-being. The results identify both personalized and professional stressors. Personalized stressors, which are linked to individual ECE demographics, contribute to their ability to deal with the professional stressors. Professional stressors vary depending on the nature of work in the early learning sector, as there are differences among the primary age groups the participants work with and the types of learning environments. A majority of participants reported that low wages, lack of recognition, long hours, working after the end of the workday, and teaching exceptional children and those experiencing self-regulation difficulties were common professional stressors. The findings revealed that many ECEs felt they did not have sufficient education or support to effectively cope with the stressors experienced. The results of this study indicate the need for enhanced educational opportunities, professional development, and support systems to promote the mental health and well-being of ECEs working in the early learning sector.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.