Estonian and Finnish early childhood education teachers' views of well-being and changes at work during the COVID-19 pandemic

被引：1

作者：

Neitola, Marita ^{[1
]}

Tuul, Maire ^{[2
]}

Ugaste, Aino ^{[2
]}

Hurme, Tarja-Riitta ^{[1
]}

Laakkonen, Eero ^{[1
]}

Kinos, Jarmo ^{[1
]}

Lend, Liisi ^{[3
]}

Yrjanainen, Sari ^{[1
]}

机构：

[1] Univ Turku, Dept Teacher Educ, Turku, Finland

[2] Tallinn Univ, Sch Educ Sci, Tallinn, Estonia

[3] Open Sch, Tallinn, Estonia

来源：

EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL | 2025年 / 33卷 / 04期

关键词：

COVID-19; early childhood education; teachers; well-being; work conditions; STRESS; CARE; PREVALENCE; BEHAVIOR;

D O I：

10.1080/1350293X.2024.2422342

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study aimed to shed light on how the first wave of COVID-19 influenced well-being and changed the work of early childhood education and care (ECEC) teachers in Estonia and Finland and how well-being and changes are associated with each other. The data used in this quantitative study were gathered via nationwide online surveys of early childhood education teachers (N = 378). The results revealed that there was no major change in teachers' well-being at work. Likewise, changes in work were limited. However, there were large individual variations in these experiences between teachers and between countries. Finnish teachers' well-being at work was only slightly explained by job changes, while Estonian teachers' well-being was significantly more explained by them. The findings highlight the intertwined nature of well-being at work and work changes and the individual nature of the effects of the COVID-19 pandemic on teachers' work.

引用

页码：676 / 692

页数：17

共 49 条

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