The goal of this qualitative study was to understand the impacts of the COVID-19 pandemic on early childhood educators’ well-being in Australia and to identify strategies for supporting educator well-being throughout this crisis. Data were gathered using a multi-site case study with five Senior Managers or CEOs of early childhood education and care organisations. Using elite interviews, participants were asked how the pandemic impacted educator well-being and what strategies their organisations implemented to support educator well-being. Guided by a phenomenological framework, thematic analysis was used to interpret the interviews. Participants reported that educator well-being was negatively impacted by exposure to physical risk, fear and anxiety, financial stress and feelings of betrayal. Participants reported supporting educator well-being through crisis-planning, increased and focused communication, support for physical safety, well-being resources and programmes, and advocacy for and recognition of educators’ contributions to society. Implications for critical incident planning in ECEC are discussed.

这项定性研究的目标是了解 COVID-19 大流行对澳大利亚幼儿教育工作者福祉的影响，并确定在整个危机期间支持教育工作者福祉的策略。数据是使用多站点案例研究收集的，该研究与五位幼儿教育和护理组织的高级经理或 CEO 一起进行。通过精英访谈，参与者被问及大流行如何影响教育者福祉，以及他们的组织实施了哪些策略来支持教育者福祉。在现象学框架的指导下，主题分析被用来解释访谈。参与者报告说，暴露于身体风险、恐惧和焦虑、经济压力和被背叛的感觉对教育者的幸福感产生了负面影响。. 讨论了 ECEC 中关键事件计划的影响。