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Preschool Teacher Well-Being: A Review of the Literature

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Abstract

Much is changing in preschool education. Current reform primarily emphasizes standardized practice, academic outcomes, and accountability. Little attention has been given to how these changes are impacting the well-being of teachers. The purpose of this review is to summarize the current literature on preschool teacher well-being and identify directions for future research. Accordingly, a thorough search of the literature was conducted and 30 articles attending to issues of preschool teacher well-being were identified and analyzed. The literature was found to be deeply fragmented, rather narrow and limited. One conclusion is that more research is needed that attends more broadly to preschool teachers’ well-being, including self-efficacy, life satisfaction, financial stability, emotional and physical health, and autonomy.

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Authors and Affiliations

  1. Provo, UT, USA

    Kendra M. Hall-Kenyon, Robert V. Bullough, Kathryn Lake MacKay & Esther E. Marshall

Authors
  1. Kendra M. Hall-Kenyon
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  2. Robert V. Bullough
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  3. Kathryn Lake MacKay
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  4. Esther E. Marshall
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Correspondence to Kendra M. Hall-Kenyon.

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Hall-Kenyon, K.M., Bullough, R.V., MacKay, K.L. et al. Preschool Teacher Well-Being: A Review of the Literature. Early Childhood Educ J 42, 153–162 (2014). https://doi.org/10.1007/s10643-013-0595-4

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