Date of Conferral

2022

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Teri Edwards

Abstract

Early childhood teachers are leaving the profession at high rates, citing job-related stress as the reason for their departure. These vacancies have a detrimental effect on the children enrolled in these programs and their future school readiness. The purpose of this qualitative study was to explore early childhood teachers’ perspectives of job-related stressors and how those stressors impact their decisions to remain in or leave the teaching profession. The conceptual framework used in the study was the coping-competence-context theory of teacher stress. The research questions addressed early childhood teachers’ perspectives of job-related stressors and how those stressors impacted teachers’ decisions to remain in or leave the teaching profession. Data were collected through interviews with 12 early childhood teachers, six who were currently working in the field and six who had left a teaching position within the past 5 years. Data were analyzed using Braun and Clarke’s six-step guide for thematic analysis. Four themes emerged as findings from the analysis: (a) early childhood teachers are overwhelmed by multiple job-related stressors, (b) the work is physically and emotionally demanding, (c) coping skills help early childhood teachers remain in the profession, and (d) a lack of benefits, support, and resources affect early childhood teachers’ decision to leave the profession. The findings may be used to develop strategies and implement supports for early childhood teachers to counteract job-related stressors and reduce the number of teachers leaving the profession.

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