Early childhood teachers' sustainment in the classroom
Document Type
Journal Article
Publisher
Social Science Press
Faculty
Faculty of Education and Arts
School
School of Education / Fogarty Learning Centre
RAS ID
5644
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.
DOI
10.14221/ajte.2008v33n2.3
Access Rights
free_to_read
Comments
Kilgallon, P., Maloney, C., & Lock, G. (2008). Early Childhood Teachers' Sustainment in the Classroom. Australian Journal of Teacher Education, 33(2). Available here