Abstract Much is changing in preschool education.
Current reform primarily emphasizes standardized practice,
academic outcomes, and accountability. Little attention
has been given to how these changes are impacting the
well-being of teachers. The purpose of this review is to
summarize the current literature on preschool teacher wellbeing
and identify directions for future research. Accordingly,
a thorough search of the literature was conducted
and 30 articles attending to issues of preschool teacher
well-being were identified and analyzed. The literature was
found to be deeply fragmented, rather narrow and limited.
One conclusion is that more research is needed that attends
more broadly to preschool teachers’ well-being, including
self-efficacy, life satisfaction, financial stability, emotional
and physical health, and autonomy.

J175

372.21 KEN p

Perpustakaan FITK Pusat

Tersedia

• reschool Teacher Well-Being: A Review of the Literature
  (2014) 42:153–162

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