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Head Start Teacher Well-Being: Implications for Policy and Practice

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“It Shouldn't Have to Be A Trade”: Recognition and Redistribution in Care Work Advocacy

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ConfirmingChanclas: What Early Childhood Teacher Educators Can Learn From Immigrant Preschool Teachers

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Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment

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Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion

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Self-Efficacy, Job Satisfaction and Teacher Well-Being in the K-12 Educational System

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When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective

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Testing a holistic conceptual framework for early childhood teacher well-being

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Early Childhood Professional Well-Being as a Predictor of the Risk of Turnover in Child Care: A Matter of Quality

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Teachers' Commitment and Self-Efficacy as Predictors of Work Engagement and Well-Being

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Work Climate in Early Care and Education and Teachers’ Stress: Indirect Associations through Emotion Regulation

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Cultivating Teacher Resilience

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Preschool Teachers’ Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing

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Physical, Mental, and Financial Stress Impacts of COVID-19 on Early Childhood Educators

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Interventions to Teacher Well-Being and Burnout A Scoping Review

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Preschool Teachers’ Professional Background, Process Quality, and Job Attitudes: A Person-Centered Approach

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To Stay or to Leave: Factors Shaping Early Childhood Teachers’ Turnover and Retention Decisions

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Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress

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Burnout and Teacher–Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms

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A Systematic Review of Evidence-Based Wellbeing Initiatives for Schoolteachers and Early Childhood Educators

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An Organizational-Level Analysis of Early Childhood Teachers’ Job Attitudes: Workplace Satisfaction Affects Early Head Start and Head Start Teacher Turnover

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Stress research during the COVID-19 pandemic and beyond

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A Scope Review of the Teacher Well-being Research Between 1968 and 2021

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Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

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Early childhood educators’ well-being, work environments and ‘quality’: Possibilities for changing policy and practice

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Classroom quality and children’s academic skills in child care centers: Understanding the role of teacher qualifications

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Changes in Teacher Stress and Wellbeing Throughout the Academic Year

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Work Demands and Work Resources: Testing a Model of Factors Predicting Turnover Intentions in Early Childhood Education

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Sustaining the Work-Related Wellbeing of Early Childhood Educators: Perspectives from Key Stakeholders in Early Childhood Organisations

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As a Happy Kindergarten Teacher: The Mediating Effect of Happiness Between Role Stress and Turnover Intention

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Find your tribe! Early childhood educators defining and identifying key factors that support their workplace wellbeing

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Job demands and work–family conflict in preschool teachers: The buffering effects of job resources and off-job recovery experiences

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Physical Activity, Physical Well-Being, and Psychological Well-Being: Associations with Life Satisfaction during the COVID-19 Pandemic among Early Childhood Educators

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Examining how rural ecological contexts influence children’s early learning opportunities

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The Effect of Mindfulness-Based Programs on Psychological Distress and Burnout in Kindergarten Teachers: A Pilot Study

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Adverse childhood experiences among early care and education teachers: Prevalence and associations with observed quality of classroom social and emotional climate

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A Predictor of Teachers’ Psychological Well-Being: Teacher Self-Efficacy

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Knowledge, Skills, and Self-reflection: Linking Trauma Training Content to Trauma-Informed Attitudes and Stress in Preschool Teachers and Staff

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Stress, work ability, and an aging workforce: A study among women aged 50 and over.

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Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic

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From struggling to flourishing and thriving: Optimizing educator wellbeing within the Australian education context

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Circle Time Revisited: How Do Preschool Classrooms Use This Part of the Day?

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Subjective Happiness and Compassion Are Enough to Increase Teachers’ Work Engagement?

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Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

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‘The thing that keeps me going’: educator resilience in early learning settings

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Teacher and Classroom Predictors of Preschool Teacher Stress

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Is all support equal?: Head Start preschool teachers' psychological job attitudes

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Early Care and Education Workers’ Experience and Stress during the COVID-19 Pandemic

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The Interplay of Compassion, Subjective Happiness and Proactive Strategies on Kindergarten Teachers’ Work Engagement and Perceived Working Environment Fit

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Examining the Associations between Teacher Job Satisfaction, Workplace Climate, and Well-Being Resources within Head Start Programs

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Preschool Student–Teacher Relationships and Teaching Stress

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A Cross-National Comparison on Subjective Well-Being of Kindergarten Teachers: Hong Kong and Italy

Benevene, P., Wong, Y. H. P. 黃., Fiorilli, C., & STASIO, S. D. (2018) · Frontiers in Psychology · doi:10.3389/fpsyg.2018.02626 · Cited by 35 · see citing works

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Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens: An integration of social cognitive theory and positive psychology

Yin, H., Tam, W. W. Y., & Lau, E. (2022) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2022.101188 · Cited by 34 · see citing works

Promising Findings that the Cultivating Healthy Intentional Mindful Educators’ Program (CHIME) Strengthens Early Childhood Teachers’ Emotional Resources: An Iterative Study

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Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations

Harding, J. F., Connors, M. C., Friedman‐Krauss, A. H., Aikens, N. L., Malone, L. M., & Tarullo, L. B. (2019) · American Journal of Community Psychology · doi:10.1002/ajcp.12327 · Cited by 39 · see citing works

The Association between Job Stress and Emotional Problems in Mainland Chinese Kindergarten Teachers: The Mediation of Self-Control and the Moderation of Perceived Social Support

Li, Z., & Li, J. (2019) · Early Education and Development · doi:10.1080/10409289.2019.1669127 · Cited by 33 · see citing works

Early childhood educators’ workplace well-being: It’s everyone’s right!

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Children’s Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave

Kwon, K., Jeon, S., Castle, S. L., & Ford, T. G. (2021) · Early Childhood Education Journal · doi:10.1007/s10643-021-01253-7 · Cited by 33 · see citing works

An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators

Grist, C. L., & Caudle, L. A. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103426 · Cited by 32 · see citing works

Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review

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Improving Early Care and Education Professionals’ Teaching Self-Efficacy and Well-Being: A Mixed Methods Exploratory Study

Tanaka, N. R., Boyce, L., Chinn, C. C., & Murphy, K. N. (2020) · Early Education and Development · doi:10.1080/10409289.2020.1794246 · Cited by 35 · see citing works

Early Childhood Professional Well-being as a Predictor of the Risk of Turnover in Early Head Start & Head Start Settings

McCormick, K., McMullen, M., & Lee, M. S. C. (2021) · Early Education and Development · doi:10.1080/10409289.2021.1909915 · Cited by 32 · see citing works

Psychological Capital and Career Commitment Among Chinese Urban Preschool Teachers: The Mediating and Moderating Effects of Subjective Well-being

Gan, Y., & Cheng, L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.509107 · Cited by 32 · see citing works

The Feasibility and Effectiveness of Mindful Yoga for Preschoolers Exposed to High Levels of Trauma

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Reflective Practice: A Method to Improve Teachers’ Well-Being. A Longitudinal Training in Early Childhood Education and Care Centers

Cigala, A., Venturelli, E., & Bassetti, M. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02574 · Cited by 30 · see citing works

Connections between Professional Well-Being and Mental Health of Early Childhood Educators

Fináncz, J., Nyitrai, Á., Podráczky, J., & Csima, M. (2020) · International Journal of Instruction · doi:10.29333/iji.2020.13445a · Cited by 30 · see citing works

Musculoskeletal disorders among preschool teachers: analyzing the relationships among relational demands, work meaning, and intention to leave the job

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Family child care providers' responsiveness toward children: The role of professional support and perceived stress

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Early childhood teachers’ psychological well-being and responsiveness toward children: A comparison between the U.S. and South Korea

Byun, S., Zhao, X., Buettner, C. K., Chung, S. A., & Jeon, L. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103705 · Cited by 28 · see citing works

Teacher Efficacy and Affective Well-Being in Hong Kong: An Examination of Their Relationships and Individual Differences

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Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

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An ecological perspective on early educator well-being at the start of the COVID-19 pandemic

Hanno, E. C., Gardner, M., Jones, S. M., & Lesaux, N. K. (2022) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2022.02.002 · Cited by 27 · see citing works

The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector

Bull, R., McFarland, L., Cumming, T., & Wong, S. (2024) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2024.06.002 · Cited by 26 · see citing works

A critique of the discursive landscape: Challenging the invisibility of early childhood educators’ well-being

Cumming, T., Logan, H., & Wong, S. (2020) · Contemporary Issues in Early Childhood · doi:10.1177/1463949120928430 · Cited by 26 · see citing works

Occupational well-being and stress among early childhood professionals: the use of an innovative strategy to measure stress reactivity in the workplace

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A Systematic Review on Teachers’ Well-Being in the COVID-19 Era

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Preparing and supporting early childhood pre-service teachers in their professional journey

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Trajectory of Teacher Well-Being Research between 1973 and 2021: Review Evidence from 49 Years in Asia

Yu, D., Chen, J., Li, X., & Yan, Z. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph191912342 · Cited by 25 · see citing works

The changing portrait of center-based preschool teachers: 1990 and 2012

Phillips, D. A., Anderson, S., Datta, A., & Kisker, E. E. (2019) · Children and Youth Services Review · doi:10.1016/j.childyouth.2019.104558 · Cited by 24 · see citing works

Investigation of key domains associated with worker well-being and burnout and turnover in the early care and education workforce

Farewell, C. V., Mauirro, E., VanWieren, C., Shreedar, P., Brogden, D., & Puma, J. E. (2023) · International Archives of Occupational and Environmental Health · doi:10.1007/s00420-023-01977-6 · Cited by 23 · see citing works

Linking early educator wellbeing to classroom interactions and teacher turnover

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A narrative examination of early childhood teachers’ shared identities in teamwork

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Work demands and work resources in ECEC – turnover intentions explored

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Systematic review of teacher well-being research during the COVID-19 pandemic

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A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators: Implications for multidimensional well-being

Li, J., Xu, Y., Sun, J., Qiu, S., Zhang, R., & Yang, A. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101405 · Cited by 21 · see citing works

Toward Sustainable Schools: A Mixed Methods Approach to Investigating Distributed Leadership, Organizational Happiness, and Quality of Work Life in Preschools

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Challenges and supports for educator well-being: perspectives of Australian early childhood educators during the COVID-19 pandemic

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The associations between early childhood educators' social-emotional competence and a wide range of outcomes: A three-level meta-analysis

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Bedingungsfaktoren und Funktionen von Emotionen von Lehrpersonen im Unterricht

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Trauma-Informed Attitudes, Teacher Stress, and Expulsion Decision Risk in Preschool Classrooms

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Compassionate Work Environments and Their Role in Teachers’ Life Satisfaction: The Contribution of Perceived Collective School Performance and Burnout

Buonomo, I., Pansini, M., Cervai, S., & Benevene, P. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph192114206 · Cited by 21 · see citing works

Wellbeing: innovative transfer in the education ecosystem

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Factors of Professional Well-being of Preschool Teachers in Henan Province

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Preschool Teachers' Professional Well-Being as a Multidimensional Foundation of School Resilience

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Preschool Teachers’ Lives and Work: Stories and Studies from the Field

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Preschool Teachers’ Lives and Work

Bullough, R. V., & Hall‐Kenyon, K. M. (2017) · Routledge eBooks · doi:10.4324/9781315112718 · Cited by 6 · see citing works