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Abstract
The purpose of this study was to explore how non‐teaching demands are affecting the teaching/research/service dynamic in the tenure process of early childhood teacher educators. Fifty‐seven NAECTE members responded to a 24‐item survey exploring issues and current initiatives that support or impede scholarship. Findings revealed that early childhood teacher educators often bear a disproportionate departmental or institutional burden for program development, accountability, and administrative “survival needs.” As a result, personal writing, research, and other scholarly endeavors necessary and expected in the rank/tenure process can be compromised. While scholarship is valued as important and necessary, participants reported significant challenges and impediments to their engagement in the process. Study participants also reported creative and resourceful means of seeking or taking advantage of existing strategies to meliorate their contextual challenges.
Notes
Corresponding author. E‐mail address: [email protected] (C. Jaruszewicz).