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Impacts of Managerial Systems on Early Educators' Job Satisfaction in Five Countries
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- Author(s): Marg Rogers (ORCID
Marg Rogers (ORCID 0000-0001-8407-7256 ); Khatuna Dolidze (ORCIDKhatuna Dolidze (ORCID 0009-0009-9980-9371 ); Astrid Mus Rasmussen (ORCIDAstrid Mus Rasmussen (ORCID 0009-0005-6982-0458 ); Fabio Dovigo (ORCIDFabio Dovigo (ORCID 0000-0001-9684-618X ); Laura K. Doan (ORCIDLaura K. Doan (ORCID 0000-0002-9848-4095 )- Language:
English- Source:
Issues in Educational Research. 2024 34(1):219-234.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research- Online Access:
- Language:
- Additional Information
- Availability: Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: [email protected]; Web site: http://www.iier.org.au/iier.html
- Peer Reviewed: Y
- Source: 16
- Intended Audience: Researchers; Teachers; Policymakers
- Education Level: Early Childhood Education
- Subject Terms:
- Subject Terms:
- ISSN: 0313-7155
1837-6290 - Abstract: The work of early childhood educators is conducted in highly regulated environments in many Western nations. This is due to managerialism, the right arm of neoliberal-inspired policies. To explore educators' work within these contexts, our international study highlights the impacts of these systems on educators and the children they teach. This paper presents findings from five countries, namely, Australia, Canada, Denmark, Georgia and Italy. The results reveal the experiences of educators in these countries, impacted by neoliberal-inspired policies that are manifested in two different ways. They are dealing with increased managerial regulation or with the neglect of the sector in the pursuit of higher profits. Educators' job satisfaction is impacted when they perceive they are not able to adequately educate and support children due to these constraints. Using a critical neoliberal framework, we employed a mixed-method approach. The participants were educators with various roles and qualifications in a variety of service types. To analyse the numerical/closed answer data we used cross tabulation. Thematic analysis was used to analyse the qualitative data. Despite their difficulties, educators provided many ideas on the ways their government can better support their work so that they can focus on supporting children's learning through play. This study will be of interest to researchers, educators, policymakers and teacher educators.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1422118
- Availability:
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