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Turnover and retention of infant-toddler teachers: Reasons, consequences, and implications for practice and policy

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  • Kwon, Kyong-Ah
  • Malek, Adrien
  • Horm, Diane
  • Castle, Sherri

Abstract

The present study aims to address the issues of teacher turnover and retention for infant-toddler teachers by exploring the reasons underlying teachers’ intent to leave and stay, and the consequences of teacher turnover at multiple levels through interviews with 30 teachers. We found teachers’ reasons for leaving or staying are often multi-faceted, complicated, and seem to waiver, fluctuating based on their current work situations. The majority of teachers reported teacher turnover had a negative impact for children, families, remaining teachers, and the center. We provide implications for practice and policy to reduce turnover and support the workforce.

Suggested Citation

  • Kwon, Kyong-Ah & Malek, Adrien & Horm, Diane & Castle, Sherri, 2020. "Turnover and retention of infant-toddler teachers: Reasons, consequences, and implications for practice and policy," Children and Youth Services Review, Elsevier, vol. 115(C).
    • Handle: RePEc:eee:cysrev:v:115:y:2020:i:c:s019074091931504x
    DOI: 10.1016/j.childyouth.2020.105061
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    References listed on IDEAS

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    1. Miller, Joyce Ann & Bogatova, Tania, 2009. "Quality improvements in the early care and education workforce: Outcomes and impact of the T.E.A.C.H. Early Childhood® Project," Evaluation and Program Planning, Elsevier, vol. 32(3), pages 257-277, August.
    2. Marcy Whitebook & Laura Sakai, 2004. "By a Thread: How Child Care Centers Hold On to Teachers, How Teachers Build Lasting Careers," Books from Upjohn Press, W.E. Upjohn Institute for Employment Research, number bat, December.
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    Cited by:

    1. Xinyan Wu & Haolong Xing, 2024. "Navigating Digital Pathways: Exploring Smartphone and App Influence on Mental Health Among Elderly Individuals in Urban China Amidst COVID-19," Journal of the Knowledge Economy, Springer;Portland International Center for Management of Engineering and Technology (PICMET), vol. 15(3), pages 10613-10641, September.
    2. Reid, Jeanne L. & Lynn Kagan, Sharon & Brooks-Gunn, Jeanne & Melvin, Samantha A., 2021. "Promoting quality in programs for infants and toddlers: Comparing the family child care and center-based teaching workforce," Children and Youth Services Review, Elsevier, vol. 122(C).
    3. Kyong-Ah Kwon & Timothy G. Ford & Jessica Tsotsoros & Ken Randall & Adrien Malek-Lasater & Sun Geun Kim, 2022. "Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic," IJERPH, MDPI, vol. 19(8), pages 1-21, April.
    4. Ying Liu & Yongping Yu & Xiaoying Zeng & Yufei Li, 2023. "Linking Preschool Teachers’ Pay Equity and Turnover Intention in Chinese Public Kindergartens: The Mediating Role of Perceived Organizational Support and Job Satisfaction," Sustainability, MDPI, vol. 15(17), pages 1-17, September.

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