Supporting educator well-being during the COVID-19 pandemic: A case study of leadership in early childhood education and care organisations

Abstract

The goal of this qualitative study was to understand the impacts of the COVID-19 pandemic on early childhood educators’ well-being in Australia and to identify strategies for supporting educator well-being throughout this crisis. Data were gathered using a multi-site case study with five Senior Managers or CEOs of early childhood education and care organisations. Using elite interviews, participants were asked how the pandemic impacted educator well-being and what strategies their organisations implemented to support educator well-being. Guided by a phenomenological framework, thematic analysis was used to interpret the interviews. Participants reported that educator well-being was negatively impacted by exposure to physical risk, fear and anxiety, financial stress and feelings of betrayal. Participants reported supporting educator well-being through crisis-planning, increased and focused communication, support for physical safety, well-being resources and programmes, and advocacy for and recognition of educators’ contributions to society. Implications for critical incident planning in ECEC are discussed.