Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic

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dc.contributor.authorKwon, Kyong-Ah
dc.contributor.authorFord, Timothy G.
dc.contributor.authorTsotsoros, Jessica
dc.contributor.authorRandall, Ken
dc.contributor.authorMalek-Lasater, Adrien
dc.contributor.authorKim, Sun Geun
dc.date.accessioned2022-06-21T12:34:29Z
dc.date.available2022-06-21T12:34:29Z
dc.date.issued2022-04-18
dc.description.abstractWhile a global understanding of teacher well-being during the COVID-19 pandemic is beginning to emerge, much remains to be understood about what early childhood teachers have felt and experienced with respect to their work and well-being. The present mixed-method study examined early care and education (ECE) teachers’ working conditions and physical, psychological, and professional well-being during the COVID-19 pandemic using a national sample of 1434 ECE teachers in the U.S. We also explored differences in working conditions and well-being among in-person, online, and closed schools, given the unique challenges and risks that ECE teachers may have faced by teaching in these different modalities. From the results of an online survey, we found that in the early months of the pandemic, many ECE teachers faced stressful, challenging work environments. Some were teaching in new, foreign modes and formats, and those still teaching in person faced new challenges. We found many common issues and challenges related to psychological and physical well-being across the three teaching groups from the qualitative analysis, but a more complicated picture emerged from the quantitative analysis. After controlling for education and center type, we found that aspects of professional commitment were lower among those teachers teaching in person. Additionally, there were racial differences across several of our measures of well-being for teachers whose centers were closed. Upon closer examination of these findings via a moderation analysis with teacher modality, we found that Black and Hispanic teachers had higher levels of psychological well-being for some of our indicators when their centers were closed, yet these benefits were not present for Black and Hispanic teachers teaching in person.en_US
dc.description.peerreviewYesen_US
dc.description.sponsorshipOpen Access fees paid for in whole or in part by the University of Oklahoma Libraries.
dc.identifier.citationKwon, Kyong-Ah, Timothy G. Ford, Jessica Tsotsoros, Ken Randall, Adrien Malek-Lasater, and Sun G. Kim. 2022. "Challenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemic" International Journal of Environmental Research and Public Health 19, no. 8: 4919. https://doi.org/10.3390/ijerph19084919en_US
dc.identifier.doi10.3390/ijerph19084919en_US
dc.identifier.urihttps://hdl.handle.net/11244/335872
dc.languageen_USen_US
dc.rightsAttribution 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectCOVID-19 impacten_US
dc.subjectearly care and educationen_US
dc.subjectearly childhood teachersen_US
dc.subjectwell-beingen_US
dc.subjectjob demandsen_US
dc.subjectteaching modalityen_US
dc.subjectracial disparityen_US
dc.titleChallenges in Working Conditions and Well-Being of Early Childhood Teachers by Teaching Modality during the COVID-19 Pandemicen_US
dc.typeArticleen_US
ou.groupJeannine Rainbolt College of Education::Department of Instructional Leadership and Academic Curriculumen_US

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