Building a sustainable workforce in early childhood education and care: What keeps Australian early childhood teachers working in long day care?

The case study research of five early childhood teachers drew upon the theoretical framework of social constructivism to investigate what keeps early childhood teachers working in long day care. Examining the ecology of long day care in light of the national reform agenda for Early Childhood Education and Care, the research identified the individual and contextual factors that enabled and challenged the teachers’ work in long day care. The study contributes empirically-based insights and offers practical strategies to support the recruitment and retention of early childhood teachers in long day care