Factors That Contribute to Resilience of Early Care and Education Teachers

Factors That Contribute to Resilience of Early Care and Education Teachers by Nefertiti B. Poyner Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 Abstract There is a lack of understanding of how teachers in Early Care and Education (ECE) work to overcome occupational stress and burnout. Many investigators have documented the stress and burnout that often result in high levels of attrition in ECE teachers. The purpose of this study was to determine to what degree a teacher’s protective factors help in mitigating the experiences of stress and burnout often associated with working as a teacher in the field of ECE. Guided by Werner’s theory of resilience, which highlights the importance of protective factors as a means of overcoming risk factors, the research questions examined strategies that help promote resilience and mitigate stress and burnout among preschool teachers. The methodology was a qualitative, case study research design. Data were collected via in-depth, semi-structured interviews with 16 ECE teachers and analyzed using thematic analysis, which identified 3 categories of protective factors: family supports, workplace supports, and positive individual characteristics. Additionally, the study revealed that teachers did utilize particular protective factor strategies to help mitigate risk, stress, and burnout, such as family and friends serving as a positive support system, faith, prayer, and belief in a higher being. AThere is a lack of understanding of how teachers in Early Care and Education (ECE) work to overcome occupational stress and burnout. Many investigators have documented the stress and burnout that often result in high levels of attrition in ECE teachers. The purpose of this study was to determine to what degree a teacher’s protective factors help in mitigating the experiences of stress and burnout often associated with working as a teacher in the field of ECE. Guided by Werner’s theory of resilience, which highlights the importance of protective factors as a means of overcoming risk factors, the research questions examined strategies that help promote resilience and mitigate stress and burnout among preschool teachers. The methodology was a qualitative, case study research design. Data were collected via in-depth, semi-structured interviews with 16 ECE teachers and analyzed using thematic analysis, which identified 3 categories of protective factors: family supports, workplace supports, and positive individual characteristics. Additionally, the study revealed that teachers did utilize particular protective factor strategies to help mitigate risk, stress, and burnout, such as family and friends serving as a positive support system, faith, prayer, and belief in a higher being. A recommendation is that teachers participate in an eLearning course developed to introduce protective factors teachers can use to increase levels of resilience. Positive social change may result from this study because it advocates for the support, promotion, and attention to the mental health and well-being of teachers in ECE. This eLearning course will promote teacher well-being, which can have a direct positive impact on the care of young children and the effective facilitation of curriculum and instructions within school systems. Factors That Contribute to Resilience of Early Care and Education Teachers by Nefertiti B. Poyner Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 Dedication This doctoral study is dedicated to my daughter, Madison Poyner. You came into my life just as I was entering the final semesters of completing this dissertation. I dedicate this work to you because you and the millions of children across this world just like you give me reason to better understand adult resilience. As I learned more, I attempted to share more and my efforts are only just beginning. Thank you for your smile, and for giving me a reason to read one more article, and type one more page. I love you. To my husband, words cannot express how thankful I am for your support. You have been the best cheerleader a wife could ask for. We are in this together and our best is yet to come. With all my love, I thank you. Mom, throughout my entire life, you have encouraged each and every one of my dreams. With your support I have always felt that I have wings to fly. Your teachings have helped me to know that it is going to be ok and that I can do it. Thank you for being who you are, I love you. Acknowledgments I would like to express my sincere appreciation to my faculty chair, Dr. Billie Andersson. You have offered your support and guidance throughout the process. You have encouraged me to continuously try to improve my effort and to make this study the best it could be. Thank you for believing in my efforts. I would also like to extend a heartfelt thanks to my co-chair, Dr. Heather Caldwell. When I think about your role, the word teamwork comes to mind. Thank you for working in tandem with each of us to help develop and improve this body of work. Very special thanks are due to the teachers and staff who gave of their time. Thank you for your honest accounts of the joys and struggles that come with teaching. You are an inspiration. In addition, I would like to thank the Devereux Foundation. May we continue to work towards the mission and vision of the organization.