An Exploration of Early Childhood Teacher Stress and Well-Being

This study analyzed the relationship between early childhood (EC) teacher stress, burnout, and self-care activities. Previous research has found EC teacher stress to be high, particularly increasing since the COVID-19 pandemic. This study seeks to expand these results by examining a broad range of self-care activities and multiple indicators of self-reported stress. Results indicated that EC teachers are reporting higher levels of stress since the pandemic. Burnout and the number of self-care activities engaged in are associated with EC teacher stress levels. The relationship between stress mindset, the number of challenges reported, and stress was not significant. This study expands previous findings by highlighting the large number of potential resources that EC teachers identify as being used to cope with stress. It also indicates the need for further support of EC teacher stress since an exogenous shock like the COVID-19 pandemic.