A child’s right to high quality education not only relies on a competent and skilled workforce, but one in which educators are well. Supporting a well workforce requires governments, organisations and educators to attend to work environment quality. This attention needs be based on sound, relevant evidence. In this paper we contribute evidence of educators’ well-being from the survey component of an Australian study with 73 participants. We map results against international guidelines, and policy openings in Australia’s National Quality Standard to understand how educators’ work environments are affecting their well-being. We conclude that existing policies on quality in early childhood education in Australia attend to only some features of work environments, with a notable absence of attention to supporting educators in the relational complexities of their work. To enable educators to provide high quality education and care, greater attention is needed by organisations and governments to what quality work environments might look like.

儿童获得高质量教育的权利不仅取决于有能力的熟练劳动力，而且还取决于教育工作者的能力。支持良好的劳动力需要政府，组织和教育工作者注意工作环境的质量。这种注意需要基于可靠的相关证据。在本文中，我们从一项有73名参与者的澳大利亚研究的调查部分中为教育者的幸福感提供了证据。我们将结果与国际准则和澳大利亚国家质量标准中的政策开放进行对照了解教育工作者的工作环境如何影响他们的福祉。我们得出的结论是，澳大利亚有关儿童早期教育的现行质量政策仅涉及工作环境的某些特征，而对于支持教育工作者工作关系的复杂性却缺乏关注。为了使教育工作者能够提供高质量的教育和照料，组织和政府需要更加关注高质量的工作环境。