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<p>Workforce turnover in early care and education (ECE) presents critical challenges, leading to personnel shortages, organizational instability, and compromised quality of care and education for young children. This study aimed to expand the current state of knowledge on ECE teachers’ job-seeking behavior patterns from a holistic perspective by analyzing the 2019 National Survey of Early Childhood Education. We provided an analysis of teacher turnover intentions based on a survey of 4,709 participants, revealing that approximately 22.4% had been searching for jobs in the past three months. Working with children who exhibit challenging behaviors is a significant predictor of teacher turnover. However, as seen in Models 2 and 3, the diminished significance of working with challenging behaviors once covariates were included suggests that the working environment, teacher support, and available resources play crucial roles in mitigating the negative impacts of dealing with challenging behavior. While wage levels do not appear to directly influence turnover, mental health and financial pressures, particularly for teachers with lower household incomes, contribute to teacher turnover. Discussion and policy implications were provided.</p>

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Teacher Turnover and Factors Contributing to Workforce Retention: Supporting Teachers Working with Children with Challenging Behaviors

  • 期刊论文

  • 发表日期：

    2025年10月2日

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  • Songtian Zeng,
  • Jun Ai,
  • Priyanka Kabir,
  • Fang Xu,
  • Yi Zhang,
  • Anne Douglass

摘要

Workforce turnover in early care and education (ECE) presents critical challenges, leading to personnel shortages, organizational instability, and compromised quality of care and education for young children. This study aimed to expand the current state of knowledge on ECE teachers’ job-seeking behavior patterns from a holistic perspective by analyzing the 2019 National Survey of Early Childhood Education. We provided an analysis of teacher turnover intentions based on a survey of 4,709 participants, revealing that approximately 22.4% had been searching for jobs in the past three months. Working with children who exhibit challenging behaviors is a significant predictor of teacher turnover. However, as seen in Models 2 and 3, the diminished significance of working with challenging behaviors once covariates were included suggests that the working environment, teacher support, and available resources play crucial roles in mitigating the negative impacts of dealing with challenging behavior. While wage levels do not appear to directly influence turnover, mental health and financial pressures, particularly for teachers with lower household incomes, contribute to teacher turnover. Discussion and policy implications were provided.