Building early childhood educator retention through connections

Retention of early childhood education (ECE) educators has become a ‘wicked problem’ with estimates of more than 39,000 educators currently required to meet workforce demands and projections that an additional 24,000 educators will be needed by 2025. While high attrition can have compounding effects—such as job dissatisfaction and burnout—increased educator wellbeing, supportive leadership and professional development have been found to support the retention of ECEs. Retention in ECEC, focussing specifically on the Northern Territory of Australia, provides a unique perspective regarding the complex issues affecting retention in the ECEC sector. Therefore, this research aimed to investigate factors that enabled or constrained educator retention in the Northern Territory.

Thirsty four participants were recruited through purposive random sampling and yarning sessions (cf. focus groups) were undertaken that discussed the early childhood profession, national sector reforms and retention. A constructivist grounded theory approach was used, and constant comparative analysis of the data was undertaken. Through the constructed grounded theory methodology, a substantiative grounded theory was generated to explain attrition and retention in the ECE field. The generated theory supported the concept that connection within the ECE field fostered retention resulting in the substantive grounded theory, building connection builds retention. The connections that were identified as supporting retention in this research were the relationships that participants built with the children, families, colleagues, their wider professional networks and their profession.

Participants who felt connected to their role, their ECE service and the ECE policy and legislation were more likely to be retained in the ECE profession. Conversely, participants who described disconnection from either their role, their ECE service, the ECE policies and legislation or all three indicated the probability of their attrition. Barriers to participants’ ability to build connection was associated with increased stress, inadequate communication skills, leadership difficulties and time pressure. Participants who were able to build connection where those who had the ability to access resources and social support from colleagues, leaders and mentors. The developed connections fostered participants’ professional autonomy and agency, and built their confidence, knowledge and skills, increasing the probability of their retention.