Preschool Teacher Well-Being: A Review of the Literature

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Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains

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Teacher well-being: A systematic review of the research literature from the year 2000–2019

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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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Early childhood educators' well-being: An updated review of the literature

Cumming, T. (2017) · Early Childhood Education Journal · doi:10.1007/s10643-016-0818-6 · Cited by 253

Relating early childhood teachers’ working conditions and well-being to their turnover intentions

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

Schaack, D. D., Le, V., & Stedron, J. M. (2020) · Early Education and Development · doi:10.1080/10409289.2020.1791648 · Cited by 259

Predicting preschool teacher retention and turnover in newly hired Head Start teachers across the first half of the school year

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

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Sources of social support, job satisfaction, and quality of life among childcare teachers

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Social and emotional learning in teacher preparation: Pre-service 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

McMullen, M. B., Lee, M. S. C., McCormick, K. I., & Choi, J. (2020) · Journal of Research in Childhood Education · doi:10.1080/02568543.2019.1705446 · Cited by 105

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

Jeon, L., & Ardeleanu, K. (2020) · Early Education and Development · doi:10.1080/10409289.2020.1776809 · Cited by 119

Cultivating Teacher Resilience

Mansfield, C. F. (2020) · Springer eBooks · doi:10.1007/978-981-15-5963-1 · Cited by 198

Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping

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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

Avola, P., Soini, T., Jyrkiäinen, A., & Pentikäinen, V. (2025) · Educational Psychology Review · doi:10.1007/s10648-025-09986-2 · Cited by 158

Towards a holistic conceptualisation of early childhood educators’ work-related well-being

Cumming, T., & Wong, S. (2018) · Contemporary Issues in Early Childhood · doi:10.1177/1463949118772573 · Cited by 123

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

Jeon, L., Buettner, C. K., & Hur, E. H. (2015) · Early Education and Development · doi:10.1080/10409289.2016.1099354 · Cited by 83

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

Schaack, D. D., Donovan, C., Adejumo, T., & Ortega, M. C. G. (2021) · Journal of Research in Childhood Education · doi:10.1080/02568543.2021.1955779 · Cited by 108

Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress

Jeon, H.-J., Diamond, L., McCartney, C., & Kwon, K.-A. (2022) · Early Education and Development · doi:10.1080/10409289.2021.1965395 · Cited by 77

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

Sandilos, L. E., Goble, P., & Schwartz, S. (2020) · Early Education and Development · doi:10.1080/10409289.2020.1788331 · Cited by 81

Turnover and retention of infant-toddler teachers: Reasons, consequences, and implications for practice and policy

Kwon, K., Malek, A., Horm, D. M., & Castle, S. L. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105061 · Cited by 73

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

Berger, E., Reupert, A., Campbell, T. C. H., Morris, Z., Hammer, M., Diamond, Z. M., Hine, R. H., Patrick, P., & Fathers, C. (2022) · Educational Psychology Review · doi:10.1007/s10648-022-09690-5 · Cited by 111

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

Jeon, L., & Wells, M. B. (2018) · Child & Youth Care Forum · doi:10.1007/s10566-018-9444-3 · Cited by 80

Relations of Early Childhood Education Teachers’ Depressive Symptoms, Job-Related Stress, and Professional Motivation to Beliefs About Children and Teaching Practices

Jeon, H., Kwon, K., Walsh, B. A., Burnham, M. M., & Choi, Y. (2018) · Early Education and Development · doi:10.1080/10409289.2018.1539822 · Cited by 68

Stress research during the COVID-19 pandemic and beyond

Pfeifer, L. S., Heyers, K., Ocklenburg, S., & Wolf, O. T. (2021) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2021.09.045 · Cited by 82

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

Zhang, L., Chen, J., Li, X., & Zhan, Y. (2023) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-023-00717-1 · Cited by 62

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

Gu, Y., Wang, R., & You, X. (2019) · Early Childhood Education Journal · doi:10.1007/s10643-019-00994-w · Cited by 73

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

Cumming, T., Wong, S., & Logan, H. (2020) · Australasian Journal of Early Childhood · doi:10.1177/1836939120979064 · Cited by 61

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

Lin, Y., & Magnuson, K. (2017) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2017.10.003 · Cited by 61

Changes in Teacher Stress and Wellbeing Throughout the Academic Year

von der Embse, N. P., & Mankin, A. (2020) · Journal of Applied School Psychology · doi:10.1080/15377903.2020.1804031 · Cited by 86

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

Heilala, C., Kalland, M., Lundkvist, M., Forsius, M., Vincze, L., & Santavirta, N. (2021) · Early Childhood Education Journal · doi:10.1007/s10643-021-01166-5 · Cited by 57

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

Logan, H., Cumming, T., & Wong, S. (2020) · International Journal of Early Childhood · doi:10.1007/s13158-020-00264-6 · Cited by 56

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

Yang, C.-C., Fan, C.-W., Chen, K.-M., Hsu, S., & Chien, C. (2018) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-018-0403-4 · Cited by 54

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

Jones, C., Hadley, F., Waniganayake, M., & Johnstone, M. (2019) · Australasian Journal of Early Childhood · doi:10.1177/1836939119870906 · Cited by 53

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

Gu, Y., & Wang, R. (2019) · Current Psychology · doi:10.1007/s12144-019-00349-z · Cited by 68

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

Randall, K., Ford, T. G., Kwon, K., Sisson, S. S., Bice, M. R., Dinkel, D. M., & Tsotsoros, J. D. (2021) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph18189430 · Cited by 58

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

Iruka, I. U., DeKraai, M., Walther, J., Sheridan, S. M., & Abdel-Monem, T. (2020) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2019.09.005 · Cited by 51

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

Cheng, X., Zhang, H., Cao, J., & Ma, Y. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-021-01254-6 · Cited by 65

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

Hubel, G. S., Davies, F., Goodrum, N. M., Schmarder, K. M., Schnake, K., & Moreland, A. D. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.104877 · Cited by 48

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

Cansoy, R., Parlar, H., & Türkoğlu, M. E. (2020) · International Online Journal of Educational Sciences · doi:10.15345/iojes.2020.04.003 · Cited by 58

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

Loomis, A. M., & Felt, F. (2020) · School Mental Health · doi:10.1007/s12310-020-09394-7 · Cited by 62

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

Viotti, S., Guidetti, G., Loera, B. L., Martini, M., Sottimano, I., & Converso, D. (2016) · International Journal of Stress Management · doi:10.1037/str0000031 · Cited by 45

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

Bigras, N., Lemay, L., Lehrer, J. S., Charron, A., Duval, S., Robert-Mazaye, C., & Laurin, I. (2021) · Early Childhood Education Journal · doi:10.1007/s10643-021-01224-y · Cited by 44

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

Hine, R. H., Patrick, P., Berger, E., Diamond, Z. M., Hammer, M., Morris, Z. A., Fathers, C., & Reupert, A. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103727 · Cited by 55

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

Bustamante, A. S., Hindman, A. H., Champagne, C., & Wasik, B. A. (2018) · The Elementary School Journal · doi:10.1086/697473 · Cited by 43

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

STASIO, S. D., Fiorilli, C., Benevene, P., Boldrini, F., Ragni, B., Pepe, A., & Briegas, J. J. M. (2019) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.02268 · Cited by 55

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

Jennings, P. A., Jeon, L., & Roberts, A. (2020) · Early Education and Development · doi:10.1080/10409289.2020.1809895 · Cited by 43

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

Beltman, S., Dobson, M. R., Mansfield, C. F., & Jay, J. (2019) · International Journal of Early Years Education · doi:10.1080/09669760.2019.1605885 · Cited by 42

Teacher and Classroom Predictors of Preschool Teacher Stress

Clayback, K. A., & Williford, A. P. (2021) · Early Education and Development · doi:10.1080/10409289.2021.1972902 · Cited by 42

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

Wells, M. B. (2017) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.12.004 · Cited by 41

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

Quinn, E. L., Stover, B. D., Otten, J. J., & Seixas, N. S. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19052670 · Cited by 41

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

STASIO, S. D., Benevene, P., Pepe, A., Buonomo, I., Ragni, B., & Berenguer, C. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17134869 · Cited by 55

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

Zhao, X., & Jeon, L. (2023) · Early Education and Development · doi:10.1080/10409289.2023.2221765 · Cited by 47

Teacher Satisfaction in Relationships With Students and Parents and Burnout

Pedditzi, M. L., Nonnis, M., & Nicotra, E. F. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.703130 · Cited by 55

Preschool Student–Teacher Relationships and Teaching Stress

Gagnon, S. G., Huelsman, T. J., Kidder‐Ashley, P., & Lewis, A. D. (2018) · Early Childhood Education Journal · doi:10.1007/s10643-018-0920-z · Cited by 35

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

Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being

Narea, M., Treviño, E., Caqueo‐Urízar, A., Miranda, C., & Gutiérrez-Rioseco, J. (2021) · Child Indicators Research · doi:10.1007/s12187-021-09876-3 · Cited by 34

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 47

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

Hatton‐Bowers, H., Clark, C. A. C., Parra, G. R., Calvi, J. L., Bird, M. Y., Avari, P., Foged, J., & Smith, J. P. (2022) · Early Childhood Education Journal · doi:10.1007/s10643-022-01386-3 · Cited by 47

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

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 35

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

Jones, C., Johnstone, M., Hadley, F., & Waniganayake, M. (2020) · Australasian Journal of Early Childhood · doi:10.1177/1836939120966086 · Cited by 50

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

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

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

Karakus, M., Toprak, M., & Chen, J. (2026) · Educational Management Administration & Leadership · doi:10.1177/17411432241242629 · Cited by 32

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 39

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

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 41

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

Razza, R. A., Linsner, R. K., Bergen‐Cico, D., Carlson, E. J., & Reid, S. (2019) · Journal of Child and Family Studies · doi:10.1007/s10826-019-01582-7 · Cited by 40

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

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

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

Converso, D., Viotti, S., Sottimano, I., Cascio, V., & Guidetti, G. (2018) · BMC Musculoskeletal Disorders · doi:10.1186/s12891-018-2081-z · Cited by 29

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

Jeon, L., Kwon, K., & Choi, J. Y. (2018) · Children and Youth Services Review · doi:10.1016/j.childyouth.2018.08.023 · Cited by 29

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

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

Huang, S., & Yin, H. (2018) · ECNU Review of Education · doi:10.30926/ecnuroe2018010205 · Cited by 36

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

Cramer, T., & Cappella, E. (2019) · American Journal of Community Psychology · doi:10.1002/ajcp.12338 · Cited by 27

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 35

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 34

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

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

Nislin, M. A., Sajaniemi, N. K., Sims, M., Suhonen, E., Maldonado, E. F., Hyttinen, S., & Hirvonen, A. (2016) · Open Review of Educational Research · doi:10.1080/23265507.2015.1128352 · Cited by 38

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

Katsarou, E. C., Chatzipanagiotou, P., & Sougari, A.-M. (2023) · Education Sciences · doi:10.3390/educsci13090927 · Cited by 38

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

Weatherby-Fell, N., Duchesne, S., & Neilsen‐Hewett, C. (2019) · The Australian Educational Researcher · doi:10.1007/s13384-019-00340-4 · Cited by 25

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 38

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

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 27

Linking early educator wellbeing to classroom interactions and teacher turnover

Markowitz, A. J., Mateus, D. M. C., & Weisner, K. (2024) · Early Childhood Research Quarterly · doi:10.1016/j.ecresq.2024.01.008 · Cited by 23

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

Melasalmi, A., & Husu, J. (2018) · Journal of Early Childhood Teacher Education · doi:10.1080/10901027.2017.1389786 · Cited by 21

Work demands and work resources in ECEC – turnover intentions explored

Heilala, C., Lundkvist, M., Santavirta, N., & Kalland, M. (2023) · European Early Childhood Education Research Journal · doi:10.1080/1350293x.2023.2265597 · Cited by 21

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

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