Title

Early childhood teachers' sustainment in the classroom

Document Type

Journal Article

Publisher

Social Science Press

Faculty

Education and Arts

School

Education, Fogarty Learning Centre

RAS ID

5644

Comments

This article was originally published as: Kilgallon, P., Maloney, C., & Lock, G. (2008). Early Childhood Teachers' Sustainment in the Classroom. Australian Journal of Teacher Education, 33(2). Original available here

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

 

Link to publisher version (DOI)

10.14221/ajte.2008v33n2.3