Abstract:
Like other global contexts, the Australian early childhood workforce is grappling with a significant attrition rate, with one in four educators expressing turnover intention within four years. While existing studies delve into factors contributing to educator turnover, such as burnout and educators’ use of emotional labour, a unique aspect that remains unexplored is the connection between educators' retention intention and their use of emotional labour, particularly their experience of emotional dissonance – a crucial aspect of emotional labour.
Addressing the challenge of educator retention, this study explores early childhood teachers’ (ECT) use of emotional labour and the corresponding emotional dissonance within structural quality conditions and organisational factors. Drawing on Job Demands-Resource (JD-R) and Conservation of Resources (COR) theories, data from semi-structured interviews with seven ECTs were thematically coded and inductively analysed.
The key findings of this study hold significant implications for the field. Supportive leadership and aligned work, for instance, were found to positively influence ECTs’ retention intentions. On the other hand, a lack or mismatch of job resources, such as unsupportive leadership, infrequent work recognition, inadequate physical work environment and resources, and lack of job clarity, triggered ECTs’ emotional labour, leading to feelings of emotional dissonance and contributed to ECTs’ turnover intentions.
The current study argues for change at the organisational level to provide a work environment that prioritises educators’ health and well-being with a clear and enabling work culture supported by leadership resource management, and educators' support training can increase ECT’s retention intention. Other psychological work resources found to aid ECTs’ retention intention include an ECEC feedback mechanism, and the role of professional learning on their professional identity.
Addressing the challenge of educator retention, this study explores early childhood teachers’ (ECT) use of emotional labour and the corresponding emotional dissonance within structural quality conditions and organisational factors. Drawing on Job Demands-Resource (JD-R) and Conservation of Resources (COR) theories, data from semi-structured interviews with seven ECTs were thematically coded and inductively analysed.
The key findings of this study hold significant implications for the field. Supportive leadership and aligned work, for instance, were found to positively influence ECTs’ retention intentions. On the other hand, a lack or mismatch of job resources, such as unsupportive leadership, infrequent work recognition, inadequate physical work environment and resources, and lack of job clarity, triggered ECTs’ emotional labour, leading to feelings of emotional dissonance and contributed to ECTs’ turnover intentions.
The current study argues for change at the organisational level to provide a work environment that prioritises educators’ health and well-being with a clear and enabling work culture supported by leadership resource management, and educators' support training can increase ECT’s retention intention. Other psychological work resources found to aid ECTs’ retention intention include an ECEC feedback mechanism, and the role of professional learning on their professional identity.