References
- Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273–285. https://doi.org/https://doi.org/10.1037/ocp0000056
- Bitler, M. P., Hoynes, H., & Domina, T. (2017). Head Start programs have significant benefits for children at the bottom of the skill distribution. Center for Poverty Research, 6(1), 1–2.
- Bloom, P. J. (1996). The quality of work life in NAEYC accredited and nonaccredited early childhood programs. Early Education & Development, 7(4), 301–317. https://doi.org/https://doi.org/10.1207/s15566935eed0704_1
- Boyatzis, R. E., Rochford, K., & Taylor, S. N. (2015). The role of the positive emotional attractor in vision and shared vision: Toward effective leadership, relationships, and engagement. Frontiers in Psychology, 6(1), 670. https://doi.org/https://doi.org/10.3389/fpsyg.2015.00670
- Bryk, A. S., Sebring, P., Allensworth, E., Luppescu, S., & Easton, J. (2010). Organizing schools for improvement: Lessons from Chicago. University of Chicago Press.
- Burchinal, M., Magnuson, K., Powell, D., & Hong, S. S. (2015). Early childcare and education. Handbook of Child Psychology and Developmental Science, 7(4), 1–45. https://doi.org/https://doi.org/10.1002/9781118963418.childpsy406
- Capone, V., & Petrillo, G. (2016). Teachers’ perceptions of fairness, well-being and burnout. International Journal of Educational Management, 30(6), 864–880. https://doi.org/https://doi.org/10.1108/IJEM-02-2015-0013
- Chang, M. L. (2013). Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping. Motivation and Emotion, 37(4), 799–817. https://doi.org/https://doi.org/10.1007/s11031-012-9335-0
- Sociocultural Research Consultants. (2016). Dedoose version 7.0.23. Manhattan Beach, CA. http://www.dedoose.com
- Cryer, D., Hurwitz, S., & Wolery, M. (2001). Continuity of caregiver for infants and toddlers. Developmental Psychology, 16(1), 31–37. www.eric.ed.gov/PDFS/ED482881.pdf
- Demerouti, E., Bakker, A. B., Nachreiner, F., & Schaufeli, W. B. (2001). The job demands-resources model of burnout. Journal of Applied Psychology, 86(3), 499–512. https://doi.org/https://doi.org/10.1037/0021-9010.86.3.499
- Feldmann, D. (2011). The maintenance of teacher autonomy in a policy-driven era. Mid-Western Educational Researcher, 24(1), 2–4. http://www.mwera.org
- Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014). The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25(4), 530–552. https://doi.org/https://doi.org/10.1080/10409289.2013.817030
- Goffin, S. G. (2013). Early childhood education for a new era: Leading for our profession. Teachers College Press.
- Grant, A. A., Jeon, L., & Buettner, C. K. (2019). Relating early childhood teachers’ working conditions and well-being to their turnover intentions. Educational Psychology, 39(3), 294–312. https://doi.org/https://doi.org/10.1080/01443410.2018.1543856
- Graziano, P. A., Garb, L. R., Ros, R., Hart, K., & Garcia, A. (2016). Executive functioning and school readiness among preschoolers with externalizing problems: The moderating role of the student-teacher relationship. Early Education and Development, 27(5), 573–589. https://doi.org/https://doi.org/10.1080/10409289.2016.1102019
- Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42(3), 153–162. https://doi.org/https://doi.org/10.1007/s10643-013-0595-4
- Han, J., Yin, H., Wang, J., & Zhang, J. (2020). Job demands and resources as antecedents of university teachers’ exhaustion, engagement and job satisfaction. Educational Psychology, 40(3), 318–335. https://doi.org/https://doi.org/10.1080/01443410.2019.1674249
- Heckman, J. J., Moon, S. H., Pinto, R., Savelyev, P. A., & Yavitz, A. (2010). The rate of return to the high scope perry preschool program. Journal of Public Economics, 94(1–2), 114–128. https://doi.org/https://doi.org/10.1016/j.jpubeco.2009.11.001
- Holtz, C. A., Fox, R. A., & Meurer, J. R. (2015). Incidence of behavior problems in toddlers and preschool children from families living in poverty. The Journal of Psychology, 149(2), 161–174. https://doi.org/https://doi.org/10.1080/00223980.2013.853020
- Hong, J. S., Tillman, R., & Luby, J. L. (2015). Disruptive behavior in preschool children: Distinguishing normal misbehavior from markers of current and later childhood conduct disorder. The Journal of Pediatrics, 166(3), 723–730. https://doi.org/https://doi.org/10.1016/j.jpeds.2014.11.041
- Howes, C., Hamilton, C. E., & Philipsen, L. C. (1998). Stability and continuity of child‐caregiver and child‐peer relationships. Child Development, 69(2), 418–426. https://doi.org/https://doi.org/10.1111/j.1467-8624.1998.tb06199.x
- Howes, C., & Smith, E. W. (1995). Relations among child care quality, teacher behavior, children’s play activities, emotional security, and cognitive activity in child care. Early Childhood Research Quarterly, 10(4), 381–404. https://doi.org/https://doi.org/10.1016/0885-2006(95)90013-6
- Hur, E., Jeon, L., & Buettner, C. K. (2016). Preschool teachers’ child-centered beliefs: Direct and indirect associations with work climate and job-related wellbeing. Child & Youth Care Forum, 45(3), 451–465. https://doi.org/https://doi.org/10.1007/s10566-015-9338-6
- Institute of Medicine and National Research Council. (2015). Considerations in applying benefit-cost analysis to preventive interventions for children, youth, and families: Workshop summary. The National Academies Press.
- Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29(1), 53–69. https://doi.org/https://doi.org/10.1080/10409289.2017.1341806
- Jeon, L., Buettner, C. K., & Hur, E. (2016). Preschool teachers’ professional background, process quality, and job attitudes: A person-centered approach. Early Education and Development, 27(4), 551–571. https://doi.org/https://doi.org/10.1080/10409289.2016.1099354
- Jeon, L., & Wells, M. B. (2018). An organizational-level analysis of early childhood teachers’ job attitudes: Workplace satisfaction affects early head start and head start teacher turnover. Child & Youth Care Forum, 47(4), 563–581. https://doi.org/https://doi.org/10.1007/s10566-018-9444-3
- Jorde-Bloom, P. (1988). Factors influencing overall job satisfaction and organizational commitment in early childhood work environments. Journal of Research in Childhood Education, 3(2), 107–122. https://doi.org/https://doi.org/10.1080/02568548809594933
- Jovanović, A., & Filipović, J. (2013). Spanish teacher education programs and community engagement. Hispania, 96(2), 283–294. https://doi.org/https://doi.org/10.1353/hpn.2013.0056
- Kagan, S. L. (2015). Conceptualizing ECE governance: Not the elephant in the room. In S. L. Kagan & R. E. Gomez (Eds.), Early childhood governance: Choices and consequences (pp. 9–29). Teachers College Press.
- Leithwood, K., Seashore-Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. Learning from leadership project. The Wallace Foundation.
- Manlove, E. E., & Guzell, J. R. (1997). Intention to leave, anticipated reasons for leaving, and 12-month turnover of child care center staff. Early Childhood Research Quarterly, 12(2), 145–167. https://doi.org/https://doi.org/10.1016/S0885-2006(97)90010-7
- Markowitz, A., & Bassok, D. (2018, November). Teacher turnover and child development in Head Start [ Paper presentation]. The annual meeting of the Association for Public Policy Analysis and Management, Washington, DC.
- Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103–111. https://doi.org/https://doi.org/10.1002/wps.20311
- McLean, C., Whitebook, M., & Roh, E. (2019). From unlivable wages to just pay for early educators. Center for the Study of Child Care Employment, University of California. http://cscce.berkeley.edu/files/2019/05/FromUnlivable-Wages-to-Just-Pay-for-Early-Educators.pdf
- Mims, S. U., Scott-Little, C., Lower, J. K., Cassidy, D. J., & Hestenes, L. L. (2008). Education level and stability as it relates to early childhood classroom quality: A survey of early childhood program directors and teachers. Journal of Research in Childhood Education, 23(2), 227–237. https://doi.org/https://doi.org/10.1080/02568540809594657
- Pearson, L. C., & Moomaw, W. (2005). The relationship between teacher autonomy and stress, work satisfaction, empowerment, and professionalism. Educational Research Quarterly, 29(1), 38–54. https://eric.ed.gov/?id=EJ718115
- Powell, D., Dunlap, G., & Fox, L. (2006). Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants & Young Children, 19(1), 25–35. https://doi.org/https://doi.org/10.1097/00001163-200601000-00004
- Rentzou, K. (2012). Examination of work environment factors relating to burnout syndrome of early childhood educators in Greece. Child Care in Practice, 18(2), 165–181. https://doi.org/https://doi.org/10.1080/13575279.2012.657609
- Reynolds, A. J., Ou, S. R., & Temple, J. A. (2018). A multicomponent, preschool to third grade preventive intervention and educational attainment at 35 years of age. JAMA Pediatrics, 172(3), 247–256. https://doi.org/https://doi.org/10.1001/jamapediatrics.2017.4673
- Rhodes, H., & Huston, A. (2012). Building the workforce our youngest children deserve. Social Policy Report: Society for Research in Child Development, 26(1), 1–36. https://doi.org/https://doi.org/10.1002/j.2379-3988.2012.tb00070.x
- Roberts, A., Le, V., Schaack, D., Franko, M., & Morgan, K. (2019). Michigan’s Early Childhood Workforce Study: 2018. Denver, CO: Butler Institute for Families, University of Colorado Denver Graduate School of Social Work.
- Roeters, A., & Gracia, P. (2016). Child care time, parents’ well-being, and gender: Evidence from the American time use survey. Journal of Child and Family Studies, 25(8), 2469–2479. https://doi.org/https://doi.org/10.1007/s10826-016-0416-7
- Rudasill, K. M., Snyder, K. E., Levinson, H., & Adelson, J. L. (2017). Systems view of school climate: A theoretical framework for research. Educational Psychology Review, 30(1), 35–60. https://doi.org/https://doi.org/10.1007/s10648-017-9401-y
- Sakai, L., Kipnis, F., Whitebook, M., & Schaack, D. (2014). Yes they can: Supporting bachelor degree attainment for early childhood practitioners. Early Childhood Research and Practice,16(1), 1–12. http://ecrp.uiuc.edu/v16n1/sakai.html
- Schaack, D. & Le, V. (2017). Colorado Early Childhood Workforce Survey 2017. Denver Colorado, University of Colorado Denver.
- Schaack, D., Le, V., & Stedron, J. (2020). When fulfillment is not enough: Early childhood teacher occupational burnout and turnover intentions from a job demands and resources perspective. Early Education and Development,31(7), 1011–1030.
- Schaack, D., Tarrant, T., Boller, K., & Tout, K. (2012). Quality rating and improvement systems: Alternative approaches to understanding their impact on the early learning system. In S. L. Kagan and K. Kaurez, (Eds.), Early childhood systems: Transforming early learning (pp. 71–86). New York, NY: Teacher’s College Press.
- Schaufeli, W. B., & Taris, T. W. (2014). A critical review of the job demands-resources model: Implications for improving work and health. In G. Bauer & O. Hammig (Eds.), Bridging occupational, organizational and public health (pp. 43–68). Springer.
- Setodji, C. M., Le, V., & Schaack, D. (2012). Accounting for movement between child care classrooms: Does it change teacher effects interpretations? Journal of Applied Developmental Psychology,33(1), 1–12.
- Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63–75. https://doi.org/https://doi.org/10.3233/EFI-2004-22201
- Smith, J. A., Jarman, M., & Osborn, M. (1999). Doing interpretative phenomenological analysis. In M. Murray & K. Chamberlain (Eds.), Qualitative health psychology: Theories and methods (pp. 218–240). Sage.
- Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? Educational Evaluation and Policy Analysis, 26(3), 681–714. https://doi.org/https://doi.org/10.3102/01623737026003681
- Son, S. H. C., Kwon, K. A., Jeon, H. J., & Hong, S. Y. (2013). Head Start classrooms and children’s school readiness benefit from teachers’ qualifications and ongoing training. Child & Youth Care Forum, 42(6), 525–553. https://doi.org/https://doi.org/10.1007/s10566-013-9213-2
- Sorenson, L., & Ladd, H. (2020). The hidden cost of teacher turnover. American Education Research Association Open, 6(1), 1–51. https://doi.org/https://doi.org/10.1177/2332858420905812
- U.S. Department of Health and Human Services. (2019a). Characteristics of families served by the Child Care and Development Fund (CCFF) based on preliminary FY2019 data. Washington D.C.: Office of Child Care.
- U.S. Department of Health and Human Services. (2019b). Head Start fact sheet. Washington D.C.: Office of Head Start.
- Wells, M. B. (2015). Predicting preschool teacher retention and turnover in newly hired Head Start teachers across the first half of the school year. Early Childhood Research Quarterly, 30(Part A), 152–159. https://doi.org/https://doi.org/10.1016/j.ecresq.2014.10.003
- Whitebook, M., Phillips, D., & Howes, C. (2014). Worthy work, STILL unlivable wages: The early childhood workforce 25 years after the national child care staffing study. Center for the Study of Child Care Employment, University of California.
- Whitebook, M., & Sakai, L. (2003). Turnover begets turnover: An examination of job and occupational instability among child care center staff. Early Childhood Research Quarterly, 18(3), 273–293. https://doi.org/https://doi.org/10.1016/S0885-2006(03)00040-1
- Whitebook, M., Sakai, L., Gerber, E., & Howes, C. (2001). Then & now: Changes in child care staffing, 1994–2000 (Technical Report). Center for the Child Care Workforce.
- Yoshikawa, H., Aber, J. L., & Beardslee, W. R. (2012). The effects of poverty on the mental, emotional, and behavioral health of children and youth: Implications for prevention. American Psychologist, 67(4), 272–284. https://doi.org/https://doi.org/10.1037/a0028015
- Zinsser, K. M., Christensen, C. G., & Torres, L. (2016). She’s supporting them: Who’s supporting her? Preschool center-level social-emotional supports and teacher well-being. Journal of School Psychology, 59(1), 55–66. https://doi.org/https://doi.org/10.1016/j.jsp.2016.09.001