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<p>This qualitative study explores the challenges faced by early childhood education and care (ECEC) educators in municipality-run preschools in Istanbul and the coping strategies they use to sustain wellbeing. Based on interviews and focus groups with 40 educators, findings reveal three intersecting barrier types: structural (e.g., workload, policy ambiguity), emotional (e.g., exhaustion, lack of recognition), and interpersonal (e.g., tensions with families/colleagues). Educators used both proactive and protective strategies. While interpersonal barriers triggered peer-based coping, structural barriers led to emotional withdrawal. Emotions emerged as both outcomes of systemic pressures and sites of resistance, which highlights the need for systemic, equity-based institutional approaches.</p>

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Is a Hug Enough to Continue? The Barriers and Coping Strategies of Early Childhood Educators Relating to their Wellbeing

  • 期刊论文

  • 发表日期：

    2026年2月2日

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  • Fetiye Erbil,
  • Mine Göl-Güven

摘要

This qualitative study explores the challenges faced by early childhood education and care (ECEC) educators in municipality-run preschools in Istanbul and the coping strategies they use to sustain wellbeing. Based on interviews and focus groups with 40 educators, findings reveal three intersecting barrier types: structural (e.g., workload, policy ambiguity), emotional (e.g., exhaustion, lack of recognition), and interpersonal (e.g., tensions with families/colleagues). Educators used both proactive and protective strategies. While interpersonal barriers triggered peer-based coping, structural barriers led to emotional withdrawal. Emotions emerged as both outcomes of systemic pressures and sites of resistance, which highlights the need for systemic, equity-based institutional approaches.