Occupational Well-Being of Early Childhood Teachers: A Review of Relevant Literature Between 2016-2023

Demirci Ünal Z., Olgan R.

EARLY CHILDHOOD EDUCATION JOURNAL, vol.54, no.3, pp.1911-1929, 2026 (SSCI, Scopus) identifier identifier

  • Publication Type: Article / Review
  • Volume: 54 Issue: 3
  • Publication Date: 2026
  • Doi Number: 10.1007/s10643-025-01969-w
  • Journal Name: EARLY CHILDHOOD EDUCATION JOURNAL
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Child Development & Adolescent Studies, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
  • Page Numbers: pp.1911-1929
  • Keywords: Early childhood education, Early childhood teachers, Health, Job satisfaction, Occupational well-being, Stress
  • Middle East Technical University Affiliated: Yes

Abstract

Teachers' occupational well-being deserves greater attention due to its influence on creating supportive and quality education along with encouraging drive, perseverance, and excitement towards teaching. The aim of this study was to examine early childhood education research and identify recent trends and implications regarding teacher occupational well-being. Forty empirical studies written in English were selected through Web of Science, Scopus, ERIC, and Ebscohost. Findings revealed a strong relationship between education quality based on teacher-child interactions, classroom quality, and teachers' occupational well-being, yet teachers also experienced personal and financial stress, along with burnout. Factors that affected occupational well-being included professional attitudes, personal resources, and demographic characteristics along with workplace-based factors such as children's behavioral problems, student-teacher relationships, school demands/support, and the COVID-19 pandemic. Strategies also emerged such as supporting professional development, emotional states, proactive skills, and emotional labor strategies. Therefore, we recommend balancing school demands, increasing professional development, developing teacher education programs, and creating appropriate policies to provide greater occupational well-being.