Is a Hug Enough to Continue? The Barriers and Coping Strategies of Early Childhood Educators Relating to their Wellbeing
Early Childhood Education Journal, cilt.54, sa.5, ss.3735-3750, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 54 Sayı: 5
- Basım Tarihi: 2026
- Doi Numarası: 10.1007/s10643-025-02104-5
- Dergi Adı: Early Childhood Education Journal
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Child Development & Adolescent Studies, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Psycinfo
- Sayfa Sayıları: ss.3735-3750
- Anahtar Kelimeler: Educator wellbeing, Coping strategies, Emotional exhaustion, Teacher burnout, Qualitative study
- Boğaziçi Üniversitesi Adresli: Evet
Özet
This qualitative study explores the challenges faced by early childhood education and care (ECEC) educators in municipality-run preschools in Istanbul and the coping strategies they use to sustain wellbeing. Based on interviews and focus groups with 40 educators, findings reveal three intersecting barrier types: structural (e.g., workload, policy ambiguity), emotional (e.g., exhaustion, lack of recognition), and interpersonal (e.g., tensions with families/colleagues). Educators used both proactive and protective strategies. While interpersonal barriers triggered peer-based coping, structural barriers led to emotional withdrawal. Emotions emerged as both outcomes of systemic pressures and sites of resistance, which highlights the need for systemic, equity-based institutional approaches.