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Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic

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  • Kyong-Ah Kwon

    (Jeanine Rainbolt College of Education, University of Oklahoma, Norman, OK 73019, USA)

  • Timothy G. Ford

    (Jeanine Rainbolt College of Education, University of Oklahoma, Norman, OK 73019, USA)

  • Jessica Tsotsoros

    (College of Allied Health, University of Oklahoma Schusterman Center, Tulsa, OK 74135, USA)

  • Ken Randall

    (College of Allied Health, University of Oklahoma Schusterman Center, Tulsa, OK 74135, USA)

  • Adrien Malek-Lasater

    (Department of Teaching Learning and Curriculum, University of North Florida, Jacksonville, FL 32224, USA)

  • Sun Geun Kim

    (Jeanine Rainbolt College of Education, University of Oklahoma, Norman, OK 73019, USA)

Abstract

While a global understanding of teacher well-being during the COVID-19 pandemic is beginning to emerge, much remains to be understood about what early childhood teachers have felt and experienced with respect to their work and well-being. The present mixed-method study examined early care and education (ECE) teachers’ working conditions and physical, psychological, and professional well-being during the COVID-19 pandemic using a national sample of 1434 ECE teachers in the U.S. We also explored differences in working conditions and well-being among in-person, online, and closed schools, given the unique challenges and risks that ECE teachers may have faced by teaching in these different modalities. From the results of an online survey, we found that in the early months of the pandemic, many ECE teachers faced stressful, challenging work environments. Some were teaching in new, foreign modes and formats, and those still teaching in person faced new challenges. We found many common issues and challenges related to psychological and physical well-being across the three teaching groups from the qualitative analysis, but a more complicated picture emerged from the quantitative analysis. After controlling for education and center type, we found that aspects of professional commitment were lower among those teachers teaching in person. Additionally, there were racial differences across several of our measures of well-being for teachers whose centers were closed. Upon closer examination of these findings via a moderation analysis with teacher modality, we found that Black and Hispanic teachers had higher levels of psychological well-being for some of our indicators when their centers were closed, yet these benefits were not present for Black and Hispanic teachers teaching in person.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:8:p:4919-:d:796468
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    References listed on IDEAS

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    1. 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).
    2. Iris A. Lesser & Carl P. Nienhuis, 2020. "The Impact of COVID-19 on Physical Activity Behavior and Well-Being of Canadians," IJERPH, MDPI, vol. 17(11), pages 1-12, May.
    3. Rebecca Allen & John Jerrim & Sam Sims, 2020. "How did the early stages of the COVID-19 pandemic affect teacher wellbeing?," CEPEO Working Paper Series 20-15, UCL Centre for Education Policy and Equalising Opportunities, revised Sep 2020.
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    Cited by:

    1. Yan-Fang Zhou & Atsushi Nanakida, 2023. "Job satisfaction and self-efficacy of in-service early childhood teachers in the post-COVID-19 pandemic era," Palgrave Communications, Palgrave Macmillan, vol. 10(1), pages 1-13, December.

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