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Identifying predictors of retention and professional wellbeing of the early childhood education workforce in a time of change

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Abstract

The international agenda for quality improvement in early childhood education and care (ECEC) has driven policies targeting workforce professionalisation. Increased training and accountability have been required, but without commensurate renumeration. Attendant staff turnover and educator stress threaten to undermine the achievement of intended policy goals. In a study of the Australian ECEC workforce, we conducted a national survey. We also longitudinally tracked staff turnover in a stratified sample of ECEC centres in remote, regional and urban locations, each with different populations and economic ecosystems. National survey data (N = 916) showed intended exit (22%) was associated with upgrading qualifications and positive motivations at entry to the workforce while intention to stay was associated with having a career role and personal satisfaction. The small variations in wages or work demands in the sector did not moderate these relationships but supportive workplaces increased intention to stay. In tracked centres (N = 98 staff), annual turnover (37%) was explained by personal (e.g., maternity) and workplace factors, both positive (promotion, removing unsuited staff) and negative (dissatisfaction). Highest turnover was in remote locations (47%). We conclude that long term sustainability should attend to appropriate reward of professionalisation. In the short-term supportive workplace culture is critical in retaining and sustaining educators.

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Acknowledgements

This work was supported by the Australian Research Council under the Linkage scheme (LP140100652) in partnership with the Queensland Government, Department of Education and Training, The Creche and Kindergarten Association of Queensland and Goodstart Early Learning, Australia. The Early Years Workforce Study team thank the educators who participated in this study for their time, interest and openness. We also thank the employing organizations and centres who facilitated our data collections in the interest of improving ECEC for the children, families and educators.

The Early Years Workforce Study team: Professor Karen Thorpe (The University of Queensland), Professor Sue Irvine, Professor Paula McDonald, Professor Joanne Lunn (Queensland University of Technology), Professor Jennifer Sumsion (Charles Sturt University),Dr Angela Ferguson (Queensland Government, Department of Education), Dr Mary Lincoln (Queensland Government, Department of Education), Dr Kate Liley (Goodstart Early Learning), Dr. Pam Spall (Creche and Kindergarten Association, Queensland)

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Authors and Affiliations

  1. Institute for Social Science Research (ISSR), The University of Queensland, Australia, 80 Meiers Rd, Long Pocket, QLD, 4068, Australia

    Karen Thorpe & Victoria Sullivan

  2. Centre for Children’s Health Research, Institute for Health and Biomedical Innovation, Queensland University of Technology, Brisbane, Australia

    Karen Thorpe & Elena Jansen

  3. School of Early Childhood, Queensland University of Technology, Victoria Park Rd, Kelvin Grove, QLD, 4059, Australia

    Susan Irvine

  4. School of Management, Queensland University of Technology, Brisbane, Australia

    Paula McDonald

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  1. Karen Thorpe
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  2. Elena Jansen
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  3. Victoria Sullivan
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  4. Susan Irvine
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  5. Paula McDonald
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The Early Years Workforce Study team

  • Karen Thorpe
  • , Sue Irvine
  • , Paula McDonald
  • , Joanne Lunn
  • , Jennifer Sumsion
  • , Angela Ferguson
  • , Mary Lincoln
  • , Kate Liley
  •  & Pam Spall

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Correspondence to Karen Thorpe.

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Thorpe, K., Jansen, E., Sullivan, V. et al. Identifying predictors of retention and professional wellbeing of the early childhood education workforce in a time of change. J Educ Change 21, 623–647 (2020). https://doi.org/10.1007/s10833-020-09382-3

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