Preschool Teacher Well-Being: A Review of the Literature

Ackerman, D. J. (2004). What do teachers need? Practitioners’ perspectives on early childhood professional development. Journal of Early Childhood Teacher Education, 24, 291–301.

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Barnett, W. S. (2004). Better teachers, better preschools: Student achievement linked to teacher qualifications. Preschool Policy Matters, 2, New Brunswick, NJ: National Institute for Early Education Research.

Blau, D. M. (2000). The production of quality in child-care centers: Another look. Applied Developmental Science, 4, 136–148.

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Bullough, R. V., Hall-Kenyon, K. M., & MacKay, K. L. (2012). Head Start teacher well-being: Implications for policy and practice. Early Childhood Education Journal, 40(6), 323–331.

Burchial, M. R., Cryer, D., Clifford, R. M., & Howes, C. (2002). Caregiver training and classroom quality in child care centers. Applied Developmental Science, 6(1), 2–11.

Chung, L., Marvin, C. A., & Churchill, S. L. (2005). Teacher factors associated with preschool teacher-child relationships: Teaching efficacy and parent–teacher relationships. Journal of Early Childhood Teacher Education, 25(2), 131–142.

Court, D., Merav, L., & Ornan, E. (2009). Preschool teachers’ narratives: A window on personal-professional history, values and beliefs. International Journal of Early Years Education, 17(3), 207–217.

Curbow, B., Spratt, K., Ungaretti, A., McDonnell, K., & Breckler, S. (2000). Development of the child care worker job stress inventory. Early Childhood Research Quarterly, 15, 515–536.

Day, C., & Gu, Q. (2009). Teacher emotions: Well being and effectiveness. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 15–31). New York, NY: Springer.

Day, C., & Smethem, L. (2009). The effects of reform: Have teachers really lost their sense of professionalism? Journal of Educational Change, 10, 141–157.

Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Diener, E., & Lucas, R. E. (2000). Explaining differences in societal levels of happiness: Relative standards, need fulfillment, culture, and evaluation theory. Journal of Happiness Studies, 1, 41–78.

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Gable, S., Rothrauff, T. C., Thornburg, K. R., & Mauzy, D. (2007). Cash incentives and turnover in center-based child care staff. Early Childhood Research Quarterly, 22, 363–378.

Greene, K. (1999). Job satisfaction, intention to leave, and the quality of teachers’ interactions with children. The Journal of Early Education and Family Review, 7(2), 7–18.

Guo, Y., Piasta, S. B., Justice, L. M., & Kaderavek, J. N. (2010). Relations among preschool teachers’ self-efficacy, classroom quality and children’s language and literacy gains. Teaching and Teacher Education, 26, 1094–1103.

Holochwost, S. J., DeMott, K., Buell, M., Yannetta, K., & Amsden, D. (2009). Retention of staff in the early childhood education workforce. Child & Youth Care Forum, 38, 227–237.

Howes, C., Whitebook, M., & Phillips, D. (1992). Teacher characteristics and effective teaching in child care: Findings from the National Child Care Staffing Study. Child & Youth Care Forum, 21(6), 399–414.

Jorde-Bloom, P. (1988). Factors influencing overall job satisfaction and organizational commitment in early childhood work environments. Journal of Research in Childhood Education, 3(2), 107–122.

Kaiser, J., Rogers, C. S., & Kasper, A. (1993). Perceptions of well-being among child care teachers. Early Child Development and Care, 87, 15–28.

Kelly, A. L., & Berthelsen, D. C. (1995). Preschool teachers’ experiences of stress. Teaching and Teacher Education, 11(4), 347–357.

Kilgallon, P., Maloney, C., & Lock, G. (2008). Early childhood teachers coping with educational change. Australian Journal of Early Childhood, 33(1), 23–29.

Kontos, S., & Stremmel, A. J. (1988). Caregivers’ perceptions of working conditions in a child care environment. Early Childhood Research Quarterly, 3, 77–90.

Li-Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and improving classroom emotional climate and behavior management in the “real world”: The role of Head Start teachers’ psychosocial stressors. Early Education and Development, 21(1), 65–94.

MacDonald, C. L., & Merrill, D. A. (2002). “It shouldn’t have to be a trade”: Recognition and redistribution in care work advocacy. Hypatia, 17(2), 67–83.

Madrid, S., & Dunn-Kenney, M. (2010). Persecutory guilt, surveillance and resistance: The emotional themes of early childhood educators. Contemporary Issues in Early Childhood, 11(4), 388–401.

McGinty, A. S., Justice, L., & Rimm-Kaufman, S. E. (2008). Sense of school community for preschool teachers serving at-risk children. Early Education and Development, 19(2), 361–384.

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Stremmel, A. J., Benson, M. J., & Powell, D. R. (1993). Communication, satisfaction, and emotional exhaustion among child care center staff: Directors, teachers and assistant teachers. Early Childhood Research Quarterly, 8, 221–233.

Sumsion, J. (2002). Becoming, being and unbecoming an early childhood educator: A phenomenological case study of teacher attrition. Teaching and Teacher Education, 18, 869–885.

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Ylitapio-Mantyla, O., Uusiautti, S., & Maatta, K. (2012). Critical viewpoint to early childhood education teachers’ well-being at work. International Journal of Human Sciences, 9(1), 458–483.

Zhai, F., Raver, C. C., & Li-Grining, C. (2011). Classroom-based interventions and teachers’ perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings. Early Childhood Research Quarterly, 26, 442–452.