Early childhood teachers play a central role in children’s learning and development. Yet, they encounter stressors that can negatively impact their well-being, relationships with children, and, ultimately, job retention. To inform efforts to support early childhood teachers’ work-related well-being, the current study examines positive factors that predict work engagement. Participants were 50 early childhood teachers from Head Start (34%), center-based programs (32%), and licensed home-based programs (34%). Consistent with a resilience framework and the Job Demands-Resources model, we examined both a personal resource (self-efficacy) and a workplace resource (professional support) in relation to work engagement, or the positive, fulfilling connection to one’s work. Teachers’ self-efficacy and professional support predicted greater work engagement, accounting for job demands (teachers’ compassion fatigue/work distress and children’s challenging behaviors) and teachers’ education and professional development. Although not causal, findings are suggestive that supporting early childhood teachers with what they need to do their job effectively and feel that they can make meaningful differences in children’s lives may help them to engage in their work with passion, dedication, and positive energy. Ultimately, supporting teachers’ work engagement may in turn have developmental benefits for children as well.

幼儿教师在儿童的学习和发展中发挥着核心作用。然而，他们遇到的压力源会对他们的幸福感、与孩子的关系以及最终的工作保留产生负面影响。为了告知支持幼儿教师与工作相关的幸福感的努力，目前的研究检查了预测工作投入的积极因素。参与者是来自 Head Start (34%)、基于中心的项目 (32%) 和许可的家庭项目 (34%) 的 50 名幼儿教师。根据弹性框架和工作需求-资源模型，我们检查了与工作投入或与工作积极、充实的联系相关的个人资源（自我效能）和工作场所资源（专业支持）。教师的自我效能感和专业支持预示着更大的工作投入，考虑到工作需求（教师的同情疲劳/工作压力和孩子的挑战行为）以及教师的教育和专业发展。尽管不是因果关系，但研究结果表明，为幼儿教师提供有效完成工作所需的支持，并认为他们可以对儿童的生活做出有意义的改变，这可能有助于他们以热情、奉献精神和正能量从事工作。最终，支持教师的工作投入也可能反过来对儿童的发展产生好处。研究结果表明，支持幼儿教师有效完成工作所需的东西，并认为他们可以对儿童的生活做出有意义的改变，这可能有助于他们以热情、奉献精神和正能量从事工作。最终，支持教师的工作投入也可能反过来对儿童的发展产生好处。研究结果表明，支持幼儿教师有效完成工作所需的东西，并认为他们可以对儿童的生活做出有意义的改变，这可能有助于他们以热情、奉献精神和积极的能量从事工作。最终，支持教师的工作投入也可能反过来对儿童的发展产生好处。