Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices.

ABSTRACT: The early childhood education teacher workforce is consistently relied upon to bolster children's academic and socioemotional development in preparation for kindergarten and long-term outcomes. This is especially true of children who, historically overlooked and marginalized, are labeled "at risk." While research has focused on pervasive stressors as obstacles to these classroom professionals (e.g., teacher/teaching stress, curricular mandates, quality assessments, COVID-19), there is less research on stress in relation to the formation of teacher identity; specifically, how stress contributes to and detracts from the formation of a teacher's micro-identity, and how negative impacts of stress to the micro-identity may contribute to teachers' decisions to leave the field. Although once cons

SUBMITTER: Wiltshire CA 

PROVIDER: S-EPMC10024290 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature