Modern Psychological Studies
Volume
29
Number
2
Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Date
2023
Abstract
Preschool teacher burnout is a significant concern, including the lack of professionals in the field, high turnover rates, and understaffed facilities and schools. Burnout in general, has increased during the COVID-19 pandemic as preschool teacher stress is at an all-time high. Preschool teachers are an understudied population exiting the workforce at a high rate, and a lot of the focus is on attrition. The majority of literature involving teachers has focused on the K-12 sector, or the higher education population, indicating a significant need to study the pre-school population more in-depth. This narrative serves as a review of the literature in journals and educational organizational sites on burnout among early childhood educators over the last ten years. The current review of literature focused on poor wages, work-family conflict, and lack of support in the classroom. Future research should assess burnout and determine ways to counter stress among this population. The literature on burnout in the preschool and early childhood education professions are scarce, and further research is needed to understand how to combat burnout in this population.
Discipline
Psychology
Document Type
article
DCMI Type
Text
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by-nd/4.0/
Recommended Citation
De Los Santos, Rebecca; Borchardt, Jamie N. PsyD; Yousey, Bea; Dickson, Simone; Aloise, Sofia; Butler, Mindy; and Banker, Deborah Ed.D.
(2023)
"A Narrative Review of Preschool Teacher Burnout,"
Modern Psychological Studies: Vol. 29:
No.
2, Article 1.
Available at:
https://scholar.utc.edu/mps/vol29/iss2/1
Department
Dept. of Psychology