Citations (36)
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Mareike Trauernicht, Yvonne Anders, Elisa Oppermann & Uta Klusmann. (2023) Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool. European Early Childhood Education Research Journal 31:6, pages 1016-1032.
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Guo Liping, Huang Mingming, Shi Song, Bi Jili, Wang Yaqin, Liang Jinlong, Wang Yujie & Sun Aiqin. (2023) Latent analysis of the relationship between burnout experienced by Chinese preschool teachers and their professional engagement and career development aspirations. Early Years 43:4-5, pages 1060-1074.
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Caroline Guard. (2023) ‘It’s the little bits that you have enabled me to see’. Reconceptualising the voices of babies using the video interaction dialogue model with early years educators. Early Years 43:3, pages 606-625.
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Jenni Sullanmaa, Janne Pietarinen, Lasse Lipponen, Tiina Soini & Kirsi Pyhältö. (2022) The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach. European Early Childhood Education Research Journal 30:6, pages 930-948.
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Bjørn Ribers. (2018) The plight to dissent: professional integrity and ethical perception in the institutional care work of early childhood educators. European Early Childhood Education Research Journal 26:6, pages 893-908.
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Peter Elfer, Sue Greenfield, Sue Robson, Dilys Wilson & Antonia Zachariou. (2018) Love, satisfaction and exhaustion in the nursery: methodological issues in evaluating the impact of Work Discussion groups in the nursery. Early Child Development and Care 188:7, pages 892-904.
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Peter Elfer, Katy Dearnley & Dilys Wilson. (2018) Work Discussion in English nurseries: reflecting on their contribution so far and issues in developing their aims and processes; and the assessment of their impact in a climate of austerity and intense audit. Infant Observation 21:2, pages 189-203.
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Olivia R. Blöchliger & Georg F. Bauer. (2018) Correlates of burnout symptoms among child care teachers. A multilevel modeling approach. European Early Childhood Education Research Journal 26:1, pages 7-25.
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Articles from other publishers (28)
Jamlick Peter Ondieki Bosire, Kathleen Cranley Gallagher, Amanda Leigh Garrett & Wayne Babchuk. (2023) Early childhood leadership well-being: A phenomenological examination of workplace stress and supports. Journal of Early Childhood Research 21:4, pages 412-425.
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Marisa Schlieber, Tobi Adejumo, Jenna Knight, Enrique Valencia Lopez & Elizabeth Pufall Jones. (2023) “…Because we do so together”: A Mixed-Methods Analysis of Assistant Teacher’s Work Environment, Conditions, and Teamwork Experiences. International Journal of Child Care and Education Policy 17:1.
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Quentin Brouhier, Thibault Coppe, Virginie März & Isabel Raemdonck. (2023) Professional learning of late-career teachers in early childhood education: A matter of (im)balance between personal resources, job resources, and job demands. Teaching and Teacher Education 133, pages 104273.
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Judith Cavazos-Arroyo & Aurora Irma Máynez Guaderrama. (2023) Satisfacción laboral en tiendas de conveniencia mexicanas: un análisis desde la teoría de recursos-demandas laborales. Cuadernos de Administración 36.
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Colleen K. Vesely, Elizabeth Levine Brown, Swati Mehta & Christy Galletta Horner. (2022) ‘Staying Afloat’: A Mixed Methods Study of the Financial and Psychological Well-being of Early Childhood Educators. Early Childhood Education Journal.
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Chun-Chang Lee, Wen-Chih Yeh, Zheng Yu & Ting-Hsuan Tsai. (2022) The impacts of supervisor support, role perception, and emotional exhaustion on the turnover intentions of real estate brokers. Scandinavian Journal of Management 38:4, pages 101227.
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Flora Koliouli, Stéphanie Pinel-Jacquemin & Chantal Zaouche Gaudron. (2022) Perceived Barriers and Facilitators in Infant–Toddler Day care Inclusion: The Childcare Professionals’ Point of View. International Journal of Early Childhood 54:2, pages 165-184.
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Ted C. T. Fong, Rainbow T. H. Ho & Joyce C. Y. Fong. (2022) Temporal relationships among role stress, staff burnout, and residents’ behavioral problems: A 2-year longitudinal study in child care homes in Hong Kong. PLOS ONE 17:7, pages e0270464.
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Christen E. Park, Katherine M. Zinsser & Lieny Jeon. (2021) Committed to Caring: Cluster-Analysis of Appraisals and Feelings of Family Childcare Work. Child & Youth Care Forum 51:2, pages 237-265.
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C. Heilala, M. Kalland, M. Lundkvist, M. Forsius, L. Vincze & N. Santavirta. (2021) Work Demands and Work Resources: Testing a Model of Factors Predicting Turnover Intentions in Early Childhood Education. Early Childhood Education Journal 50:3, pages 399-409.
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Angela C. Baum, Kerrie L. Schnake & Angela Moreland. 2022. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness
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EeLynn Ng & Emily Meow. 2022. Early Childhood Development and Education in Singapore. Early Childhood Development and Education in Singapore
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Gloria Quinones, Melissa Barnes & Emily Berger. (2021) Early childhood educators’ solidarity and struggles for recognition. Australasian Journal of Early Childhood 46:4, pages 296-308.
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Robin Bauwens, Marith Denissen, Jeske Van Beurden & Martine Coun. (2021) Can Leaders Prevent Technology From Backfiring? Empowering Leadership as a Double-Edged Sword for Technostress in Care. Frontiers in Psychology 12.
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Elsa Kristiansen, Kristin Rydjord Tholin & Marit Bøe. (2021) Early childhood centre directors coping with stress: firefighters and oracles. International Journal of Educational Management 35:4, pages 909-921.
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Tamara Cumming, Helen Logan & Sandie Wong. (2020) A critique of the discursive landscape: Challenging the invisibility of early childhood educators’ well-being. Contemporary Issues in Early Childhood 21:2, pages 96-110.
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Helen Logan, Tamara Cumming & Sandie Wong. (2020) Sustaining the Work-Related Wellbeing of Early Childhood Educators: Perspectives from Key Stakeholders in Early Childhood Organisations. International Journal of Early Childhood 52:1, pages 95-113.
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在田 刘. (2020) Working and Psychological Status of Social Service Workers for Left-Behind Children—Based on the Interview of “Substitute Mothers” in Le’an County, Jiangxi Province. Advances in Psychology 10:12, pages 1871-1879.
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Catherine Jones, Fay Hadley, Manjula Waniganayake & Melissa Johnstone. (2019) Find your tribe! Early childhood educators defining and identifying key factors that support their workplace wellbeing. Australasian Journal of Early Childhood 44:4, pages 326-338.
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Tamara Cumming & Sandie Wong. (2018) Towards a holistic conceptualisation of early childhood educators’ work-related well-being. Contemporary Issues in Early Childhood 20:3, pages 265-281.
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Elizabeth Henderson. (2018) Researching practitioner experiences through autoethnography: Embodying social policy, exploring emotional landscapes. Journal of Early Childhood Research 17:1, pages 32-43.
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Ramazan Sak. (2018) Gender Differences in Turkish Early Childhood Teachers’ Job Satisfaction, Job Burnout and Organizational Cynicism. Early Childhood Education Journal 46:6, pages 643-653.
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Meredith Jones Russell. (2018) Present tense. Nursery World 2018:5, pages 30-31.
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Tamara Cumming. (2016) Early Childhood Educators’ Well-Being: An Updated Review of the Literature. Early Childhood Education Journal 45:5, pages 583-593.
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정은경. (2017) A qualitative study on burnout and vitality of early childhood teachers. EARLY CHILDHOOD EDUCATION & CARE 12:2, pages 83-103.
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