How Administrative Support Impacts Compassion Fatigue in Early Childhood Educators
Date of Award
Ed.D. in Leadership for Organizations
Department of Educational Administration
This study explored how early childhood educators experience compassion fatigue and what the primary triggers of compassion fatigue are. Findings showed that the three primary triggers of compassion fatigue included poor communication, lack of administrative support, and lack of appropriate self-care opportunities. With this information, the study centered on alleviating compassion fatigue through administrative support, specifically through the coordinator role within the early childhood department. The action plan addressed the three main issues with the objectives of implementing a new communication system, monthly self-care stipends, and frequent administrative support through weekly check-ins and in-classroom support. As early childhood educators’ compassion fatigue begins to alleviate, the number of call-offs will decrease, burnout will subside, and retention rates will improve (Palladino & et al., 2007). Overall, this action plan provides much-needed support to early childhood educators from administrators and demonstrates the importance of having a role such as a coordinator in early childhood education.
Early Childhood Education, administration, elementary school, middle school, preschool, early childhood, compassion fatigue, early childhood educators, burnout, Jewish learning, Jewish institutions, private school, education, educational climate, early childhood teachers, pre-kindergarten, early childhood, young children, self-care, communication
Copyright © 2023, Author
Makary, Rachel Beth, "How Administrative Support Impacts Compassion Fatigue in Early Childhood Educators" (2023). Graduate Theses and Dissertations. 7315.