Supporting educator well-being during the COVID-19 pandemic: A case study of leadership in early childhood education and care organisations
AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD(2021)
摘要
The goal of this qualitative study was to understand the impacts of the COVID-19 pandemic on early childhood educators' well-being in Australia and to identify strategies for supporting educator well-being throughout this crisis. Data were gathered using a multi-site case study with five Senior Managers or CEOs of early childhood education and care organisations. Using elite interviews, participants were asked how the pandemic impacted educator well-being and what strategies their organisations implemented to support educator well-being. Guided by a phenomenological framework, thematic analysis was used to interpret the interviews. Participants reported that educator well-being was negatively impacted by exposure to physical risk, fear and anxiety, financial stress and feelings of betrayal. Participants reported supporting educator well-being through crisis-planning, increased and focused communication, support for physical safety, well-being resources and programmes, and advocacy for and recognition of educators' contributions to society. Implications for critical incident planning in ECEC are discussed.
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关键词
Educator well-being,COVID-19,organisational perspectives,leadership,critical incidents
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