Journal of Early Childhood Education Research

Connection of work demands, resources and leadership structures to the perceived work-related well-being of early chilhood education centre leaders

Linda Nurhonen — 2024-10-21

The article examines the individual, work environment and organizational factors associated with the work-related well-being of early childhood education (ECE) centre leaders. It approaches work-related well-being from the perspective of job demands and resources. The data used in the article was collected in autumn 2022 through an electronic survey, which was sent to ECE centre leaders. 113 ECE centre leaders from 34 different municipalities responded to the survey. The data was analyzed using one-way analysis of variance and path analysis. In this data, regardless of the leadership structure, ECE centre leaders reported a relatively high number of work-related stressors, and these were associated with perceived job burnout. For leaders who did not have a deputy manager resource at all or had a deputy manager working only occasionally to assist the leader, the number of people managed was associated with perceived stressors. In this dataset, organizational climate was perceived as positive regardless of the leadership structure. Leaders who shared leadership responsibilities full or part-time with an (deputy) leader, a positive organizational climate was not associated with stressors or work fatigue symptoms, while for other leaders there were associations between these factors.

Institutional capitals of ECEC professionals in the field of early education centre

Satu Valkonen — 2024-10-21

In this study, the competence produced by degree programs in early childhood education and the value of these competences are analyzed based on focus group interviews (N = 21) of early childhood education practitioners (N = 63). The aim of the research is to examine what kind of institutional capital different study programs produce in the field of early education centres. The research utilizes Bourdieu's theory. In analysis, especially the concept of capital, is applied. Further, the concepts of social space, field and habitus are used. The study examines how the structures of early childhood education work shape the work of practitioners and how they determine the working conditions based on the capital formed through their education. Based on the results, the capitals built for vocational, social services and teacher education are clearly different from each other, and they also aim to distinguish themselves from each other. The approach to research-based information and the work ethos drawn from it is structured as a distinctively significant difference. Examining capital makes visible the value attached to them, as well as their legitimacy in the field of early childhood centres, which are also negotiated and disputed. The study suggests that the utilization of skills and knowledge produced by education must not be considered only in the field of early education centres, but more broadly in the field of early childhood education. In addition, clarifying the pedagogical competence produced by different educations is necessary in clarifying the responsibilities and obligations of different professional groups.

The impact of perceived leadership quality, moral stress and participation on turnover intentions in ECEC sector

Cecilia Heilala — 2024-10-21

The aim of this study was to investigate how perceived leadership quality, moral stress and participation are related to turnover intentions in early childhood education and care (ECEC). The theoretical framework was based on mentalizing
leadership, participation, and moral stress. The data were collected via a survey (N = 332). The results showed that the ECEC staff were on average quite content with the quality of leadership and participation. Their turnover intentions and moral stress were moderate on average. However, the staff groups differed statistically significantly, with the ECEC nurses scoring lower on leadership satisfaction and participation, and higher on moral stress and turnover intentions than the teachers and leaders. This suggests that we need to develop a way of recognizing stressors at earlier stages, as well as handling them in time before they grow too large. For this, a functioning leadership that promotes reflection and participation is crucial.