Early childhood leadership well-being: A phenomenological examination of workplace stress and supports

Abstract

Early childhood center directors need to effectively function in their workplace so that they can provide leadership that supports quality. Their personal and professional well-being may affect how they support other educators. Few studies have investigated work-related well-being from directors’ perspectives. This qualitative study investigated the directors’ common experiences about well-being. Specifically, interpretative phenomenological design was used to explore the directors’ work-related stress, work-related support, and well-being. Four early childhood center directors serving children from low socio-economic backgrounds in Mid-Western State were interviewed individually to understand how they understood work-related well-being, sources of work-related stress, and work-related support. Five themes emerged from the data: understanding of well-being (physical and mental health, salary, relationships, and self-care practice); sources of work-related stress (compassion fatigue, role, and learning); managing work-related stress (self-discipline, mindfulness); sources of support (leadership, staff, self-support, family, and friends); source of inspiration (opportunity and value). Implications include establishing formal support networks, and policy review and provision of resources to effectively support directors from burnout.