{"id":184,"date":"2022-11-11T04:37:45","date_gmt":"2022-11-11T04:37:45","guid":{"rendered":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/?page_id=184"},"modified":"2022-12-01T09:02:45","modified_gmt":"2022-12-01T09:02:45","slug":"ecv2022-220","status":"publish","type":"post","link":"https:\/\/earlychildhoodresearch.csu.domains\/early-childhood-voices-conference-2022\/ecv2022-220\/","title":{"rendered":"220 – Early childhood educators\u2019 burnout: A systematic review of determinants and interventions"},"content":{"rendered":"\t\t
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Presentation - ECV2022-220<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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Early childhood educators\u2019 burnout: A systematic review of determinants and interventions<\/strong><\/h1>\n

Joanne Ng<\/strong>, Macquarie University, Australia (joanne.ng@edresearch.edu.au<\/a>)
Marg Rogers<\/strong>, University of New England, Australia (marg.rogers@une.edu.au<\/a>)<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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\u00a0<\/p>\n

Background: <\/strong>Early childhood educators have a high risk of burnout, leading to a high turnover rate and harming young children\u2019s educational outcomes. In this systematic review, we investigate the early childhood education service-related and individual causes of burnout of early childhood educators and the effectiveness of alternative interventions.<\/p>\n\n

Aim:<\/strong> This systematic review aimed to investigate the early childhood education service-related and individual causes of burnout of early childhood educators and the effectiveness of alternative interventions.<\/p>\n\n

Method:<\/strong> We searched Web of Science and ProQuest for articles on burnout and early childhood educators. Articles were included if they were peer-reviewed, written in English, and addressed burnout outcomes in early childhood educators.<\/p>\n\n

Results:<\/strong> Of 40 studies in the final sample, 38 examined causes of burnout and two examined interventions. Burnout risk was more significant among teachers with low social capital, health status and wages. At the service-related level, weak or incoherent organisational structure, weak professional relationships, low professional status, a lack of career progression opportunities and professional training were all linked to a higher risk of educator burnout. The intervention studies reported that coaching, reflection, and counselling lowered the risk of burnout.<\/p>\n\n

Conclusions:<\/strong> These findings build a research-based foundation for interventions to address individual and service-related causes of burnout and may be of interest to policymakers, teacher educators, researchers, and early childhood educators.<\/p>\n\n

Implications for children and families:<\/strong> You will learn about educator wellbeing, the factors leading to burnout, and how their wellbeing can be supported.<\/p>\n\n

Implications for practitioners:<\/strong> You will learn about educator wellbeing, the factors leading to burnout, and how their wellbeing can be supported.<\/p>\n\n

Key words<\/strong>: professionals\u2019 voices, workforce issues, wellbeing, education, health, policy, government, qualitative methods, review, burnout, systematic review<\/p>\n\n

This presentation relates to the following <\/strong>United Nations Sustainable Development Goals<\/strong><\/a>:<\/strong><\/p>\n\n