幼儿劳动力的福祉:农村和城市差异

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jini Puma, Julia Pangalangan, Charlotte Farewell
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引用次数: 0

摘要

幼儿教育(ECE)劳动力塑造了下一代的发展成果。尽管这一角色具有关键的性质,但ECE提供者面临着高需求和低资源的问题,这影响了他们的福祉、倦怠和离职意图。到目前为止,关于工作需求、资源和倦怠经历与离职之间关系的城乡差异证据有限。本研究调查了农村和城市欧洲经委会提供者的感知工作需求和资源是否不同,以及工作需求和资源与倦怠和离职之间的关系是否因地理环境而异,并控制了社会人口因素。在社会人口因素方面,我们的农村样本中,西班牙裔的比例要高得多,他们的家庭收入较低,受教育程度较低。在倦怠的情绪耗竭因素上存在统计学上的显著差异,因此,在控制了显著的社会人口变量之后,农村样本的平均情绪耗竭水平低于城市样本(16.2比21.0)(t值= -2.03,p < 0.05)。在预测倦怠和离职意向时,个体资源与乡村性相互作用的影响均具有统计学意义(倦怠:= 0.15,p < 0.05;离职意向:= 0.14,p < 0.05),控制了社会人口因素。这表明,城市供应商的个人资源可能更能防止倦怠和离职意图。本研究首次考察了工作需求与资源、倦怠与离职之间的城乡差异。研究结果表明,需要制定针对个人层面资源的政策,例如加强专业发展和改善资源分配,以解决社会经济差距问题。这样的政策和实践的改进可以提高福利和保留这一重要的劳动力教育幼儿在美国各地。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Well-Being of the Early Childhood Workforce: Rural and Urban Differences

The early childhood education (ECE) workforce shapes the developmental outcomes of the next generation. Despite the critical nature of this role, ECE providers face high demands and low resources, impacting their well-being, burnout, and turnover intent. Thus far, there is limited evidence on rural–urban differences in the relationship between job demands, resources and experiences of burnout and turnover. This study investigated if perceived job demands and resources differed for rural and urban ECE providers and if the relationship between job demands and resources and burnout and turnover varied by geographic setting, controlling for socio-demographic factors. With regards to socio-demographic factors, a much higher percentage of our rural sample identified as being Hispanic, had lower family incomes, and lower levels of education. There was a statistically significant difference in the emotional exhaustion element of burnout, such that the rural sample had a lower level of emotional exhaustion, on average, than our urban sample (16.2 vs. 21.0) (t-value = -2.03, p < .05), after controlling for significant socio-demographic variables. Predicting both burnout and turnover intent, the individual resources*rurality interactions effects were statistically significant (burnout: = 0.15, p < .05; turnover intent: = 0.14, p < .05), controlling for sociodemographic factors. It appears that individual resources for urban providers may be more protective against burnout and turnover intent. This is the first study to examine rural–urban differences in the relationship between job demands and resources and burnout and turnover. Findings suggest the need for policies that target individual-level resources, such as enhancing professional development and improving resource allocation to address socioeconomic disparities. Such policies and practice improvements could enhance well-being and retention for this essential workforce that educates young children throughout the United States.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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