Literaturnachweis - Detailanzeige
| Autor/inn/en | Logan, Helen; McFarland, Laura; Cumming, and Tamara; Wong, Sandie |
|---|---|
| Titel | Supporting Educator Well-Being during the COVID-19 Pandemic: A Case Study of Leadership in Early Childhood Education and Care Organisations |
| Quelle | In: Australasian Journal of Early Childhood, 46 (2021) 4, S.309-321 (13 Seiten)
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| Zusatzinformation | ORCID (Logan, Helen) ORCID (McFarland, Laura) ORCID (Cumming, and Tamara) ORCID (Wong, Sandie) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1836-9391 |
| DOI | 10.1177/18369391211040940 |
| Schlagwörter | Early Childhood Teachers; Child Caregivers; Well Being; COVID-19; Pandemics; Crisis Management; Leadership Effectiveness; Administrators; Administrator Attitudes; Organizational Communication; Strategic Planning; Risk; Anxiety; Stress Variables; Safety; Advocacy; Foreign Countries; Australia Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Well-being; Wellness; Wohlbefinden; Krisenmanagement; Führungseffizienz; Strategy; Planning; Strategie; Planung; Risiko; Angst; Sicherheit; Sozialanwaltschaft; Ausland; Australien |
| Abstract | The goal of this qualitative study was to understand the impacts of the COVID-19 pandemic on early childhood educators' well-being in Australia and to identify strategies for supporting educator well-being throughout this crisis. Data were gathered using a multi-site case study with five Senior Managers or CEOs of early childhood education and care organisations. Using elite interviews, participants were asked how the pandemic impacted educator well-being and what strategies their organisations implemented to support educator well-being. Guided by a phenomenological framework, thematic analysis was used to interpret the interviews. Participants reported that educator well-being was negatively impacted by exposure to physical risk, fear and anxiety, financial stress and feelings of betrayal. Participants reported supporting educator well-being through crisis-planning, increased and focused communication, support for physical safety, well-being resources and programmes, and advocacy for and recognition of educators' contributions to society. Implications for critical incident planning in ECEC are discussed. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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