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.

"We will continue to co-teaching" Early childhood special education teachers breaking down barriers to inclusion

Elina Viljamaa — 2024-12-16

According to the principles of the national core curriculum for early childhood education and care (Finnish National Agency for Education, 2022), early childhood education must be based on inclusive principles and values. The purpose of inclusion measures is to strengthen equality as well as to foster an appreciation of diversity and a sense of community. This study describes narrative action research (Heikkinen et al., 2007), in which 10 special education teachers, 23 daycare leaders and one manager took part in the development of an inclusive approach to early childhood education. The study was carried out in one area of the municipality’s early childhood education services. The aim of the study was to identify obstacles to inclusive early childhood education and to develop solutions for breaking the barriers, together with special education teachers. The study included the following research materials: special education teachers’ working time reports, kindergarten leaders’ responses to a survey, special education teachers’ outputs from working afternoons, special education teachers’ reports of co-teaching and the manager’s notes. The material was analysed using narrative analysis (Georgakopoulou, 2015). Based on the research material, the excessive workload of special needs teachers, as well as requirement for flexibility were identified as obstacles to inclusive early childhood education. Flexibility was demanded by outside parties as well as by the special needs teachers themselves, which gave rise to working in too much of a hurry, unpredictability and fragmentation of the work. Structural and conventional thinking was also reported to be an obstacle to adopting a new kind of inclusive operating culture. Special needs teachers and early childhood education teachers experimented with co-teaching in an action study. Special education teachers reported that co-teaching enabled the presence of special pedagogical expertise in groups, shared expertise, systematic cooperation, strengthening of children's participation, opportunities for differentiation, more individual guidance for children and opportunities to observe the children. The biggest challenge was the lack of joint planning time.

Professional well-being and retention in changing early childhood work

Reija Ahola — 2024-12-16

This article examines occupational well-being from the perspective of early childhood education (ECE) professionals, reflecting their views on changes in working life and ECE reforms. By mapping factors influencing occupational well-being, the study aims to address challenges related to retaining professionals in a sector undergoing continuous transformation and grappling with staff shortages. The research data consist of focus group interviews, analyzed through discourse analysis. The study identifies factors that ECE professionals regard as significant for occupational well-being and retention, while also examining the meanings constructed around changes affecting early childhood education. The findings reveal that ECE work is increasingly perceived as hectic. Limited resources foster feelings of inadequacy and ethical conflicts amidst rapid change and heightened efficiency demands. Nonetheless, occupational well-being and retention can be supported through various measures. The focus group discussions illuminate differing perspectives across ECE professional groups regarding key challenges to well-being. The results pinpoint critical areas for development to strengthen retention and invite discussion on the ideological underpinnings shaping the future direction of Finnish early childhood education.