A Survey of Canadian Early Childhood Educators' Psychological Wellbeing at Work
详细信息 查看全文
- 作者：Nicole Royer ; Claire Moreau
- 关键词：Child care providers ; Early childhood educators ; Psychological wellbeing ; Workplace ; Survey ; Positive psychology
- 刊名：Early Childhood Education Journal
- 出版年：2016
- 出版时间：March 2016
- 年：2016
- 卷：44
- 期：2
- 页码：135-146
- 全文大小：464 KB
- 参考文献：Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182. doi:10.1037/0022-3514.51.6.1173 .CrossRef
Baumgartner, J. J., Carson, R. L., Apavaloaie, L., & Tsouloupas, C. (2009). Uncovering common stressful factors and coping strategies among childcare providers. Child and Youth Care Forum, 38(5), 239–251. doi:10.1007/s10566-009-9079-5 .CrossRef
Belsky, J., Lowe Vandell, D., Burchinal, M., Clarke-Stewart, K. A., McCartney, K., & Tresch Owen, M. (2007). Are there long term effects of early child care? Child Development, 78(2), 681–701. doi:10.1111/j.1467-8624.2007.01021.x .CrossRef
Child Care Human Ressources Sector Council. (2013). A survey of centre-based early childhood education and care in Canada. http://www.ccsc-cssge.ca/sites/default/files/uploads/Projects-Pubs-Docs/EN%20Pub%20Chart/YouBetSurveyReport_Final.pdf .
Dagenais-Desmarais, V. (2010). Du bien-être psychologique au travail: fondements théhoriques, conceptualisation et instrumentation du construit [Psychological Well-Being at Work: The Theoretical Foundations, Conceptualisation, and Instrumentation of a Construct]. (Doctoral dissertation). University of Montreal, Montreal. Retrieved from https://papyrus.bib.umontreal.ca/xmlui/bitstream/handle/1866/3916/Dagenais-Desmarais_Veronique_2010_these.pdf?sequence=4 .
Dagenais-Desmarais, V., & Savoie, A. (2011). What is psychological well-being, really? A grassroots approach from the organizational sciences. Journal of Happiness Studies. doi: 10.1007/s10902-011-9285-3 .
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11, 227–268.CrossRef
Donaldson, S. I. (2011). Determining what works, if anything, in positive psychology. In S. I. Donaldson, M. Csikszentmihalyi, & J. Nakamura (Eds.), Applied positive psychology (pp. 3–11). New York: Psychology Press.
Dutton, J. E., Morgan Roberts, L., & Bednar, J. (2011). Prosocial practices, positive identity, and flourishing at work. In S. I. Donaldson, M. Csikszentmihalyi, & J. Nakamura (Eds.), Applied positive psychology. New York: Psychology Press.
Fauth, R., Jelicic, H., Lea, J., Willmott, N., & Owen, S. (2011). Childminding practice in England. Retrieved from National children’s bureau website: http://www.ncb.org.uk/media/496733/childminding_report_final.pdf .
Gillet, N., Rosnet, E., & Vallerand, R. J. (2008). Développement d’une échelle de satisfaction des besoins fondamentaux en contexte sportif [Developing a Basic Needs Satisfaction Scale for Sports Contexts]. Revue Canadienne des Sciences du Comportement, 48(4), 230–237.CrossRef
Government of Québec, Institute of Statistics (Institut de la Statistique). (2009). Taux d’activité des femmes, personne de référence ou conjointe, de 25 à 54 ans selon la présence d’enfants et l’âge du plus jeune enfant, Québec, Ontario et Canada, 1976–2008 [Participation rate of women, reference person or spouse, 25 to 54 years according to the number of children and age of the youngest, Quebec, Ontario and Canada, 1976–2008]. http://www.stat.gouv.qc.ca/statistiques/conditions-vie-societe/conciliation-travail/tab_web_fam_tab_9.htm .
Government of Québec, Institute of Statistics (Institut de la Statistique). (2013a). Naissances, décès, accroissement naturel, mariages et divorces, Canada et provinces 1975-2012 [Births, deaths, natural growth, marriages, and divorces, Canada and provinces, 1975–2012]. http://www.stat.gouv.qc.ca/donstat/societe/demographie/struc_poplt/105.htm .
Government of Québec, Institute of Statistics (Institut de la Statistique). (2013b). Salaires annuels moyens, heures régulières hebdomadaires de travail, salaires horaires et rémunération globale par heure travaillée, selon la Classification nationale des professions, ensemble des employés, Québec, 2012 [Average annual earnings, regular weekly hours at work, hourly wages, and overall hourly compensation, according to the National Occupational Classification, all employees, Québec, 2012]. http://www.stat.gouv.qc.ca/donstat/societe/march_travl_remnr/remnr_condt_travl/salaires_annuels/1_ensemble.htm .
Government of Québec, Ministry of Family and Senior Citizens (Ministère de la Famille et des Ainés). (2013c). Guide concernant la classification et la rémunération du personnel salarié [Salaried personnel compensation and classification guide]. http://www.mfa.gouv.qc.ca/fr/publication/Documents/SG_guide_administratif_classification.pdf .
Groeneveld, M. G., Vermeer, H. J., van IJzendoorn, M. H., & Linting, M. (2010). Children’s wellbeing and cortisol levels home-based and center-based childcare. Early Childhood Research Quarterly, 25(4), 502–514.CrossRef
Holochwost, S. T., DeMott, K., Buell, M., Yannetta, K., & Amsden, D. (2009). Retention of staff in the early childhood education workforce. Child and Youth Care Forum, 38, 227–237.CrossRef
Howe, N., & Prochner, L. (2012). Recent perspectives on early childhood education and care in Canada. Toronto: University of Toronto Press.
Huebner, E. S., Gilman, R., Reschly, A. L., & Hall, R. (2009). Positive schools. In C. R. Snyder & S. J. Lopez (Eds.), Oxford handbook of positive psychology (pp. 561–568). Oxford: University Press.
Japel, C. (2012). The Quebec child care system: lessons from research. In N. Howe & L. Prochner (Eds.), Recent perspectives on early childhood education and care in Canada (pp. 285–307). Toronto: University of Toronto Press.
Ko, I., & Donaldson, S. I. (2011). Applied positive organizational psychology: The state of the science and practice. In S. I. Donaldson, M. Csikszentmihalyi, & J. Nakamura (Eds.), Applied positive psychology: Improving everyday life, health, schools, work, and society (pp. 137–155). London: Routledge Academic.
Kusma, B., Groneberg, D. A., Nienhaus, A., & Mache, S. (2012). Determinants of day care teachers’ job satisfaction. Central European Journal of Public Health, 20(3), 191–198.
Kusma, B., Mache, S., Quarcoo, D., Nienhaus, A., & Groneberg, D. A. (2011). Educators’ working conditions in a day care centre on ownership of a non-profit organization. Journal of Occupational Medicine and Tocicology, 6(36). http://www.occup-med.com/content/6/1/36 .
Martin, S., Meyer, J., Jones, R. C., Nelson, L., & Ting, L. (2010). Perceptions of professionalism among individuals in the child care field. Child and Youth Care Forum, 39, 341–349. doi:10.1007/s10566-010-9107-5 .CrossRef
Mellor, N., Karanika-Murray, M., & Waite, E. (2012). Taking a multi-faceted, multi-level, and integrated perspective for addressing psychosocial issues at the workplace. In C. Biron, M. Karanika-Murray, & C. L. Cooper (Eds.), Improving organisationsal interventions for stress and well-being (pp. 39–59). New York: Routledge.
Mills, M. J., Flecka, C. R., & Kozikowski, A. (2013). Positive psychology at work: A conceptual review state-of-practice assessment, and a look ahead. The Journal of Positive Psychology, 8(2), 153–164.CrossRef
Nakamura, J. (2011). Contexts of positive adult development. In S. I. Donaldson, M. Csikszentmihalyi, & J. Nakamura (Eds.), Applied positive psychology (pp. 185–202). London: Routledge Academic.
Pound, L. (2011). Exploring leadership: roles and responsabilities of the early years professional. In A. Paige-Smith & A. Craft (Eds.), Developing reflective practice in the early years (pp. 40–55). Berkshire, England: Open University Press.
Reed, M., & Owen, S. (2012). Childminding: An essential part of quality childcare in the community. In M. Reed & N. Canning (Eds.), Implementing quality improvement and change in the early years (pp. 42–57). London: Sage publications.CrossRef
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67.CrossRef
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166.CrossRef
Shpancer, N., Dunlap, B., Melick, K. M., Coxe, K., Kuntzman, D., Sayre, P. S., et al. (2008). Educators or babysitters? Daycare caregivers reflect on their profession. Child Care in Practice, 14(4), 401–412. doi:10.1080/13575270802267994 .CrossRef
Straum, L. V., & Vitterso, J. (2012). Happiness, inspiration and the fully functioning person: Separating hedonic and eudaimonic well-being in the workplace. Journal of Positive Psychology, 7, 387–398.CrossRef
Wagner, B. D., & French, L. (2010). Motivation, work satisfaction, and teacher change among early childhood teachers. Journal of Research in Childhood Education, 24, 152–171. doi:10.1080/025685410036335268 .CrossRef
Whitaker, R. C., Becker.D., Herman, A. N., & Gooze, R. A (2012) The physical and mental health of Head Start staff: The Pennsylvania Head Start staff wellness survey. Preventing Chronic Disease. doi:10.5888/pcd10.130171 .
Whitebook, M., & Sakai, L. (2004). By a thread : How child care centers hold on teachers, how teachers build lasting careers. Kalamazoo: W.E. Upjohn Institute for Employment Research.CrossRef
Williamson, L., Davis, E., Priest, N., & Harrison, L. (2011). Australian family day care educators: A snapshot of their qualifications, training and perceived support. Australian Journal of Early Childhood, 36(4), 63–68.
Wright, T. A. (2010). More than meets the eye: The role of employee well-being in organizational research. In P. A. Linley, S. Harrington, & N. Garcea (Eds.), Oxford handbook of positive psychology and work (pp. 143–154). New York: Oxford Library of Psychology. - 作者单位：Nicole Royer (1)
Claire Moreau (1)
1. Département des sciences de l’éducation, Université du Québec à Trois-Rivières, C.P.500, Trois-Rivières, QC, G9A 5H7, Canada - 刊物类别：Humanities, Social Sciences and Law
- 刊物主题：Education
Learning and Instruction
Education
Education and Society
Sociology - 出版者：Springer Netherlands
- ISSN：1573-1707
文摘
The study aims to describe early childhood educators’ psychological wellbeing at work in terms of their interpersonal fit, thriving, feeling of competency, perceived recognition and desire for involvement. The study approach draws links between perceptions of autonomy at work and wellbeing. The analysis examines the results of a survey conducted among 1,535 early childhood educators in the province of Québec, Canada, using the Index of Psychological Well-Being at Work, developed by Dagenais-Desmarais (2010), an instrument presenting good internal consistency indicators, with alphas varying between .72 and .86. Additionally, a measure of perceived autonomy at work, producing an internal consistency of .83, has been adapted from an instrument originally designed to measure basic needs satisfaction in sports contexts (Gillet et al. 2008). The study results show that overall levels of wellbeing among early childhood educators are high, both among those working in centre-based settings and those working in home-based settings (private homes), throughout all career stages. However, a decrease in wellbeing levels is observed following the first 5 years of work, later followed by an increase in wellbeing levels among educators with 20 years of experience or more, in both work settings. The perception of autonomy proves to be related to wellbeing, accounting for 23 % of variance. The autonomy dimension, therefore, calls for greater attention from administrators concerned with the psychological wellbeing of workers in this sector of activity. The authors argue for the relevance and necessity of further research into the work lives of early childhood educators by emphasising that the issues raised in the study overlap with three areas of concern for a significant part of the population: early childhood educators’ profession, community family services, and the accumulation of knowledge in work psychology.