Vicente Delia, Venegas Melanie, Guerrero Alma D
Development Behavioral Pediatrics Division, Department of Pediatrics, David Geffen School of Medicine at University of California, Los Angeles, CA, USA.
Department of Pediatrics, UCLA Mattel Children's Hospital and Children's Discovery & Innovation Institute, David Geffen School of Medicine at University of California, Los Angeles, CA, USA.
Early Child Educ J. 2025 Jun;53(5):1467-1478. doi: 10.1007/s10643-024-01685-x. Epub 2024 May 16.
Educators shape the quality of early education programs and are essential to children's learning and healthy development. However, the early childhood education field is often challenged in retaining educational staff. Using a descriptive research design this study explores turnover and retention through the voices of Head Start and Early Head Start education staff. Education staff identified retention factors to be, holding a job with meaning and purpose that made a positive difference for children, families and communities, access to professional development opportunities, and positive connections with colleagues. While, low wages, high volumes of paperwork, complex caseloads, lack of recognition, weak onboarding, teacher preparation practices, and lack of voice in program changes, were identified as turnover factors. Despite low wages educators voiced they are more likely to stay when their growth and relatedness needs are being met. Overall turnover and retention were influenced by an organization's systems, practices, and working conditions and how well these met the human core needs of its staff.
教育工作者塑造着早期教育项目的质量，对儿童的学习和健康发展至关重要。然而，幼儿教育领域在留住教育工作人员方面常常面临挑战。本研究采用描述性研究设计，通过“启智计划”和“早期启智计划”教育工作人员的声音来探索人员流动和留任意愿。教育工作人员确定的留任意愿因素包括：从事有意义和目标的工作，能为儿童、家庭和社区带来积极影响；获得专业发展机会；与同事建立积极的联系。而低工资、大量的文书工作、复杂的工作量、缺乏认可、薄弱的入职培训、教师培养实践以及在项目变更中缺乏话语权，则被确定为人员流动因素。尽管工资低，但教育工作者表示，当他们的成长和归属感需求得到满足时，他们更有可能留下来。总体而言，人员流动和留任意愿受到一个组织的系统、实践和工作条件的影响，以及这些因素满足其员工核心需求的程度。
