Extant literature on Early Childhood educator workplace well-being focuses on the disease model of well-being, with studies mainly addressing stress and burnout. There is a paucity of research conceptualising healthy workplace well-being for educators and an absence of theorising to frame, understand and enhance Early Childhood educator workplace well-being. This paper reports on Phase 2 of an exploratory sequential mixed methods study, which aimed to explore the individual, relational, and contextual factors influencing healthy workplace well-being. Using Phase 1 interview findings (Author, blind for review), a survey was developed to investigate predictors on workplace well-being in early childhood services in Australia. The survey drew on the sub-theory ‘Basic psychological needs’ of Deci and Ryan’s Self-Determination Theory. Hierarchical multiple regression analysis indicated that autonomy, relatedness, and competence predicted workplace well-being even after controlling for demographic and organisation variables.

有关幼儿教育工作者工作场所福祉的现有文献集中于福祉的疾病模型，研究主要针对压力和倦怠。很少有研究将教育工作者的健康工作场所概念化，而缺乏理论框架来构架，理解和增强幼儿教育者的工作场所健康。本文报告了探索性顺序混合方法研究的第二阶段，该研究旨在探讨影响健康工作场所福祉的个体，关系和背景因素。利用第一阶段的访谈结果（作者，盲人审查），进行了一项调查，以调查澳大利亚幼儿服务机构中工作场所幸福的预测因素。该调查借鉴了Deci和Ryan的自决理论的“基本心理需求”子理论。