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<p>Early childhood teacher burnout is a widespread phenomenon documented across multiple countries. This qualitative study explored early childhood teachers’ (ECT) use of emotional labour in response to job demands and resources within early childhood centre-based settings. Semi-structured interviews were conducted with seven ECTs who worked directly with children at least 50% of their time and had a minimum of four years’ experience in the sector. Drawing on the Job Demand-Resource (JD-R) theory (Demerouti et al., <CitationRef CitationID="CR14">2001</CitationRef>), interviews were thematically coded and classified across the model’s existing four work domains. Findings revealed that ECTs enacted emotional labour to manage job demands, particularly when job resources were perceived as inadequate. Seven key work challenges were identified. The study highlights the importance of improving work conditions, resourcing, feedback mechanisms, and aligning pedagogy and values to enhance workforce cohesiveness and retention within the ECEC sector. Significantly, an additional domain─ Pedagogy and Values─ is proposed to address ECEC-specific job demands that do not fit within the existing JD-R work domains.</p>

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A Study of Emotional Labour among Early Childhood Teachers: Extending the Job Demands-Resources Model

  • 期刊论文

  • 发表日期：

    2025年12月18日

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  • Joanne Ng,
  • Sandie Wong,
  • Fay Hadley

摘要

Early childhood teacher burnout is a widespread phenomenon documented across multiple countries. This qualitative study explored early childhood teachers’ (ECT) use of emotional labour in response to job demands and resources within early childhood centre-based settings. Semi-structured interviews were conducted with seven ECTs who worked directly with children at least 50% of their time and had a minimum of four years’ experience in the sector. Drawing on the Job Demand-Resource (JD-R) theory (Demerouti et al., 2001), interviews were thematically coded and classified across the model’s existing four work domains. Findings revealed that ECTs enacted emotional labour to manage job demands, particularly when job resources were perceived as inadequate. Seven key work challenges were identified. The study highlights the importance of improving work conditions, resourcing, feedback mechanisms, and aligning pedagogy and values to enhance workforce cohesiveness and retention within the ECEC sector. Significantly, an additional domain─ Pedagogy and Values─ is proposed to address ECEC-specific job demands that do not fit within the existing JD-R work domains.