The majority of teachers in the early care and education (ECE) workforce face disparities in physical and psychological well-being as well as working conditions. This study examined the working conditions and physical, psychological, and professional well-being of early childhood teachers and compared the results by the child age group they care for and by teachers’ level of educational attainment. Two hundred sixty-two early childhood teachers completed a brief health assessment and a questionnaire on demographic information, well-being, and working conditions. A subsample of 40 teachers were observed for the quality of care they provided to the children. A substantial number of the teachers in the study reported physical and psychological challenges and suboptimal working conditions for well-being, a largely neglected workforce issue, for this working population. Several significant differences in teachers’ well-being and working conditions were found by the child age group for which they care and by teachers’ level of educational attainment. In particular, teachers with higher educational levels had greater resources for work and provided higher quality of care, however, they also reported poorer physical and professional well-being than teachers with less education. Overall findings indicate a need for policies and programs that will improve working conditions and health outcomes for early childhood teachers and the children in their care. These findings suggest that ECE teachers may have unique needs across the age groups with whom they work and teacher educational levels, regarding work-related resources and conditions.

早期护理和教育（ECE）劳动力中的大多数教师在身体和心理健康以及工作条件方面面临差异。这项研究检查了早期教师的工作条件，身体，心理和职业健康状况，并比较了他们所照顾的儿童年龄组和教师的受教育程度。262名幼儿教师完成了简短的健康评估和有关人口统计信息，幸福感和工作条件的问卷调查。观察了40名教师的子样本，了解他们为儿童提供的护理质量。这项研究中有大量的教师报告了身心方面的挑战，以及福利水平欠佳的工作条件，这是一个很大程度上被忽视的劳动力问题，对于这个工作人口。根据他们所关注的儿童年龄段和教师的受教育程度，在教师的幸福感和工作条件方面发现了几个显着差异。尤其是，受过高等教育的教师拥有更多的工作资源和更高的护理质量，但是与受教育程度较低的教师相比，他们的身体和职业健康状况也较差。总体结果表明，需要制定政策和计划，以改善幼儿教师和所照顾儿童的工作条件和健康状况。这些发现表明，在与工作相关的资源和条件方面，ECE教师在与他们一起工作的年龄段和老师的教育水平上可能有独特的需求。根据他们所关注的儿童年龄段和教师的受教育程度，在教师的幸福感和工作条件方面发现了几个显着差异。尤其是，受过高等教育的教师拥有更多的工作资源和更高的护理质量，但是与受教育程度较低的教师相比，他们的身体和职业健康状况也较差。总体结果表明，需要制定政策和计划，以改善幼儿教师和所照顾儿童的工作条件和健康状况。这些发现表明，在与工作相关的资源和条件方面，ECE教师在与他们一起工作的年龄段和老师的教育水平上可能有独特的需求。根据他们所关注的儿童年龄段和教师的受教育程度，在教师的幸福感和工作条件方面发现了几个显着差异。尤其是，受过高等教育的教师拥有更多的工作资源和更高的护理质量，但是与受教育程度较低的教师相比，他们的身体和职业健康状况也较差。总体结果表明，需要制定政策和计划，以改善幼儿教师和所照顾儿童的工作条件和健康状况。这些发现表明，在与工作相关的资源和条件方面，ECE教师在与他们一起工作的年龄段和老师的教育水平上可能有独特的需求。