Exploring the protective factors of early care and education professionals through an innovative professional development approach : associations with Head Start educators’ wellbeing

The wellbeing of early care educators is essential for lessening burnout and increasing teachers’ intentions of staying in the field. Protective factors related to the wellbeing of early care educators in the field have been given little attention in research and practice but have such a profound impact on programs, classrooms, children, and families. A potential approach for promoting the wellbeing of early education professionals is the implementation of innovative professional development book study focused on resilience and wellbeing. This dissertation (1) examines how EHS and Head Start HS/North Carolina Pre-K lead teachers, co-teachers, assistant teachers, and support staff ‘change in their knowledge and behaviors related to wellbeing and resilience over the course of the book study (2) considers how the book study professional development opportunity influenced change in educators’ commitment to their program and the field and (3) investigates how the book study serves as an innovative professional development approach for EHS and HS/ NC Pre-K early care educators. Given how aspects of early education programs may be related to wellbeing, organizational climate was studied as a contextual factor. Using both quantitative and qualitative data collected throughout the book study professional development opportunity, this dissertation used descriptive analyses and thematic analysis of surveys, discussions, and activities that occurred throughout the book study process. The results revealed (1) EHS and HS/NC Pre-K educators experienced a positive change in their knowledge/awareness and behavior over the course of the book study professional development;(2) there was a positive change observed in commitment to EHS and HS/NC Pre-K educators’ program and the field, and (3) educators and directors viewed the book study as an innovative professional development opportunity. The specific findings and implications of this study for promoting the wellbeing of the early educator workforce are discussed