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Dissertation/Thesis Abstract

Self-care and Burnout in Early Childhood Educators
by Penning, Allise M., M.A., Mills College, 2018, 72; 10807955
Abstract (Summary)

Previous research indicates that burnout leads to issues such as attrition and poor practitioner health in early childhood education and other helping professions. This study examined self-care as a potential buffering factor against burnout in preschool teachers. Maslach’s three-dimension construct of burnout, trauma stewardship, and the coping reservoir model formed the theoretical foundations for this research. This study used semi-structured, open-ended interviews to collect qualitative data from four preschool teachers at different points in their careers to understand how early childhood educators conceptualize and practice self-care, experience burnout, and perceive the relationship between self-care and well-being. The findings show that preschool teachers experience multiple levels of work-related stress, that several types of factors can increase resilience to stress and burnout, and that self-care is highly complex and dynamic. These results point to the necessity of promoting self-care at the individual and organizational levels, treating self-care as a professional imperative, providing burnout interventions at the individual, organizational, and societal levels, and encouraging teachers to practice self-care in dynamic, adaptive ways to best support their unique needs and situations. The field would benefit from further studies exploring the relationship between self-care and burnout specifically in early childhood education, ways in which organizations can promote self-care practices in employees, and what characteristics or practices exist among teachers who have demonstrated resilience in the face of chronic work-related stressors.

Indexing (document details)
Advisor: Leigh, Korie
Commitee: Lin, Betty, Shimpi Driscoll, Priya
School: Mills College
Department: School of Education
School Location: United States -- California
Source: MAI 57/05M(E), Masters Abstracts International
Subjects: Education, Early childhood education
Keywords: Burnout, Early childhood education, Preschool teachers, Self-care, Stress
Publication Number: 10807955
ISBN: 978-0-355-93620-9
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