Job Satisfaction of Early Childhood Educators during the COVID-19 Pandemic

Date of Award

2022

Degree Name

Ed.S. in School Psychology

Department

Department of Counselor Education and Human Services

Advisor/Chair

Susan Davies

Abstract

Early childhood educators' perceived stress and overall job satisfaction stem from several workplace factors. The COVID-19 pandemic has created additional stressors and safety procedures in the workplace. This study examined job satisfaction gathered via survey data from early childhood educators in the state of Ohio. The participants completed survey questions about their employment during the 2018-2019 (pre-pandemic) and 2020-2021 (during pandemic) school years focused on five facets of job satisfaction: co- worker relations, supervisor relations, the nature of the work itself, working conditions, pay and promotion opportunities. COVID-19 pandemic-specific questions were added to gauge the impact of the pandemic on job satisfaction. Results indicated overall job satisfaction was not statically different between the two school years; however, overall job satisfaction was relatively low. In exploring the themes of the COVID-19 question responses, many educators expressed feelings of being overworked, burned out, overwhelmed with protocols, not connected with parents, and isolated from co-workers. They expressed frustration with low pay, staff shortages, classroom management, and a perceived lack of support from supervisors/administration. Strategies and recommendations for improving job satisfaction among early childhood educators are provided.

Keywords

Early Childhood Education, Early Childhood Educators Job Satisfaction COVID-19 Pandemic

Rights Statement

Copyright © 2022, author.

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