Australian Journal of Teacher Education
Abstract
This paper describes an investigation of Australian early childhood teachers’ sustainment in their profession, focussing on those factors which enhance professional commitment, job satisfaction and occupational motivation. Utilizing qualitative methodology this study also identified key factors early childhood teachers consider crucial to sustaining engagement in teaching, while coping with the daily demands of their work and the implementation of mandated educational change. In particular, this study found early childhood teachers’ students, work colleagues, educational setting and attitudes, beliefs and pedagogical practice contributed to their sustainment, as did their ability to maintain personal well-being and a life-work balance.
Recommended Citation
Kilgallon, P., Maloney, C., & Lock, G. (2008). Early Childhood Teachers' Sustainment in the Classroom.. Australian Journal of Teacher Education, 33(2). https://doi.org/10.14221/ajte.2008v33n2.3