Work engagement of novice ECEC teachers: psychological safety in terms of personal and workplace resources
DOI:
https://doi.org/10.58955/jecer.159729Keywords:
work engagement, novice ECEC teacher, psychological safety, personal and workplace resourcesAbstract
This study examined novice early childhood education (ECEC) teachers’ work engagement in the early induction phase of their career through interview analysis. Three types of work engagement narratives were identified: decreasing, hesitant and strong. Furthermore, the study examined how psychological safety is described in different kinds of ECEC teachers’ work engagement narratives in terms of workplace and personal resources. The study illustrates that both personal and workplace resources are needed to promote psychological safety and work engagement. Novice ECEC teachers’ ability to balance work and personal life, not being left alone, trust, self-efficacy, and not having their professional ability questioned in the work community were identified as key resources in promoting psychological safety and work engagement.
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