Building a quality workforce: Examining context and personal resources of preservice early childhood teachers

Degree-qualified early childhood teachers (ECTs) are one of the strongest contributors to the quality of an early childhood education environment, yet there are persistent high rates of turnover and chronic shortages. While a significant body of research has focused on the reasons teachers may leave the profession, more studies are needed to promote retention, including how to build teachers’ personal resources. Initial teacher education (ITE) has been identified as a crucial period during which important personal resources such as teachers’ self-efficacy, adaptability, and resilience may be built. Moreover, contextual factors (e.g., current ITE program) can influence beliefs about teaching and career aspirations. This paper presents findings from one quantitative study within the longitudinal Teachers in Early Education project. Framed by the Job Demands-Resources theory, we asked: What are the personal resources and contextual factors of preservice ECTs that support or constrain recruitment and preparation? We administered one online survey which included the Factors Influencing Teaching Choice (FIT-Choice) scale and ECT self-efficacy items. Participants (587 ITE students) from 45 institutions across all states/territories in Australia completed the survey in 2023. Latent profile analyses based on personal resources resulted in the identification of different types of preservice ECTs with a range of statistically significant differences, including their current program types, intentions to teach children birth-five years, and motivation to teach. Thus far a six-profile solution (based on high/low self-efficacy, adaptability, and resilience) is significant and most appropriate. An additional 500+ participants completed the survey in 2024, with results included in the presentation.