A Survey of Canadian Early Childhood Educators' Psychological Wellbeing at Work

Autor/inn/en	Royer, Nicole; Moreau, Claire
Titel	A Survey of Canadian Early Childhood Educators' Psychological Wellbeing at Work
Quelle	In: Early Childhood Education Journal, 44 (2016) 2, S.135-146 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-015-0696-3
Schlagwörter	Foreign Countries; Preschool Teachers; Early Childhood Education; Well Being; Psychological Patterns; Interpersonal Relationship; Self Concept; Teacher Competencies; Professional Autonomy; Professional Identity; Surveys; Satisfaction; Educational Environment; Correlation; Canada + Suchen Sie Ihr Suchwort? Ausland; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstkonzept; Lehrkunst; Berufsfreiheit; Survey; Umfrage; Befragung; Zufriedenheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Korrelation; Kanada
Abstract	The study aims to describe early childhood educators' psychological wellbeing at work in terms of their interpersonal fit, thriving, feeling of competency, perceived recognition and desire for involvement. The study approach draws links between perceptions of autonomy at work and wellbeing. The analysis examines the results of a survey conducted among 1,535 early childhood educators in the province of Québec, Canada, using the Index of Psychological Well-Being at Work, developed by Dagenais-Desmarais (2010), an instrument presenting good internal consistency indicators, with alphas varying between 0.72 and 0.86. Additionally, a measure of perceived autonomy at work, producing an internal consistency of 0.83, has been adapted from an instrument originally designed to measure basic needs satisfaction in sports contexts (Gillet et al. 2008). The study results show that overall levels of wellbeing among early childhood educators are high, both among those working in centre-based settings and those working in home-based settings (private homes), throughout all career stages. However, a decrease in wellbeing levels is observed following the first 5 years of work, later followed by an increase in wellbeing levels among educators with 20 years of experience or more, in both work settings. The perception of autonomy proves to be related to wellbeing, accounting for 23% of variance. The autonomy dimension, therefore, calls for greater attention from administrators concerned with the psychological wellbeing of workers in this sector of activity. The authors argue for the relevance and necessity of further research into the work lives of early childhood educators by emphasising that the issues raised in the study overlap with three areas of concern for a significant part of the population: early childhood educators' profession, community family services, and the accumulation of knowledge in work psychology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01