Équipe de recherche Qualité des contextes éducatifs de la petite enfance

Thématiques

Auteurs

Année

Auteurs Année

Miller, E.B., Ku, S. et Blair, C.B.
(2025). Association Between Teacher Depressive Symptoms and Rural Children’s Cognitive Outcomes: Indirect Relations with Early Care and Education Quality.
Early Childhood Education Journal, 53(1), 119-130.
Muhonen, H., Sulkanen, M., Alasuutari, M. et Lerkkanen, M. K.
(2025). Empowered, Strained, or Stable: Teachers’ Experiences of Occupational Well-Being During the Two-Year Pre-Primary Education Trial in Finland.
Early Education and Development, 36(2), 477-497.
Trauernicht, M., Anders, Y., Oppermann, E. et Klusmann, U.
(2025). Emotional Exhaustion in German Preschool Teachers: The Role of Personal, Structural, and Social Conditions at the Workplace.
Journal of Research in Childhood Education, 39(1), 78-97.
Bates, R.A. et Dynia, J.M.
(2025). Changes in Stress Following Wage Increases for Early Childhood Educators.
Early Childhood Education Journal, 53(4), 1195-1213.
Baumgartner, J., Ota, C., DiCarlo, C., Bauer, R. et Carson, R.
(2025). Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities.
Child Care in Practice, 31(1), 49-68.
Fang, J., Hu, B.Y., Guo, Y., Li, Y., Chen, Y. et LoCasale-Crouch, J.
(2025). The relation between school climate and chinese preschool teachers’ occupational commitment: The mediation role of job satisfaction.
Early Childhood Education Journal, 53(3), 791-798.
Hagan-Haynes, K., McCarthy, V., Puma, J. et Farewell, C.
(2025). Caring for the Caregiver: Work Mistreatment and Well-Being Among Early Childhood Education Staff in Colorado.
Early Childhood Education Journal, 53(4), 1095-1105.
Musson Rose, D. et Loomis, A.
(2025). Teacher Burnout, Student-Teacher Relational Closeness, and the Moderating Effect of Work Stress Focused Supervision.
Early Childhood Education Journal, 53(4), 1027-1039.
Özcan, Ş.B. et Sak, R.
(2025). Investigation of the Psychological Well-Being of Preschool Children, their Parents, and Teachers.
Child Indicators Research, 18(1), 443-467.
Powers, J.N., Farewell, C.V., Mauirro, E., Brogden, D. et Puma, J. E.
(2025). The NIOSH Worker Well-Being Questionnaire (WellBQ): A psychometric assessment with the early childhood education workforce.
Early Childhood Education Journal, 53(3), 799-807.
Sullivan, A.D., Rancher, C. et Moreland, A.
(2025). Early childhood educators’ adverse childhood experiences (ACEs) link with psychological and economic wellbeing.
Early Childhood Education Journal, 53(3), 881-889.
Sun, S., Yan, Z. et Sun, C.
(2025). Kindergarten teachers’ emotional intelligence and surface acting: The chain mediating effects of self-efficacy and work engagement.
Frontiers in Psychology, 16, article 1434407.
Yan, L., Lin, Y., Li, W. et Hu, C.
(2025). Exploring the interplay of mindfulness, self-efficacy, and burnout among Chinese preschool teachers: a network approach.
Frontiers in Psychology, 16, article 1483099.
Larson, E. J. et McIsaac, J.-L.
(2025). Early childhood professional well-being in Nova Scotia: A mixed methods study.
Journal of Early Childhood Research, 23(2), 179-196.
Kwon, K.-A., Jang, W., Ford, T. G. et Castle, S.
(2025). The Head Start teacher paradox: Working conditions, whole well-being, and classroom quality.
Early Childhood Research Quarterly, 72, 371-382.
Forster, M. et Kuhbandner, C.
(2025). Kindergarten teacher well-being: is bad stronger than good?
Frontiers in Psychology, 16, article 1588793.
Zhang, Q., AlMurshidi, G. et Jiang, K.
(2025). The Effect of Emotional Labour on Job Dedication Among Early Childhood Teachers in the UAE: The Mediating Role of Teaching Self-Efficacy.
Early Childhood Education Journal, 53(5), 1551-1561.
Zhang, H., Cheng, X. et Ai, Y.
(2025). How Social-Emotional Competence of Chinese Rural Kindergarten Teachers Affects Job Burnout: an Analysis Based on Mediating and Moderating Effects.
Early Childhood Education Journal, 53(5), 1539-1550.
Wang, L., Chang, Y., Ouyang, Y. et Mao, H.
(2025). What Affects the Resilience of Novice Kindergarten Teachers? - An Empirical Study from 5379 Novice Kindergarten Teachers in China.
Early Childhood Education Journal, 53(5), 1377-1389.
Solvason, C., Sutton-Tsang, S. et Stobbs, N.
(2025). Heading for burnout: The early years workforce in England post COVID-19.
Journal of Early Childhood Research, 23(2), 137-149.
Pitkäniemi, H., Hirvonen, R., Heikka, J. et Suhonen, K.
(2025). Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education.
Early Childhood Education Journal, 53(5), 1705-1715.
Moreland, A., Schnake, K., Lessard, L., Davies, F., Prowell, K. et Hubel, G. S.
(2025). Improving Teacher Health and Well-Being: Mixed Methods Outcomes Evaluation of the Be Well Care Well Program.
Early Childhood Education Journal, 53(5), 1781-1793.
Li, T., Zhao, R., Sun, W., Zhou, Y. et Zhou, P.
(2025). Preschool Teachers’ Occupational Stigma Consciousness Inhibits Work Engagement: A Moderated Mediation Model.
Early Childhood Education Journal, 53(5), 1717-1727.
Imbert, A.
(2024). Des ATSEM « maternelles » aux « animatrices ». Transformation de l’identité professionnelle des travailleuses éducatives subordonnées de l’école maternelle.
Recherches en éducation, 54.
Stein, R., Garay, M. et Nguyen, A.
(2024). It Matters: Early Childhood Mental Health, Educator Stress, and Burnout.
Early Childhood Education Journal, 52(2), 333-344.
Vesely, C. K., Brown, E. L., Mehta, S. et Horner, C. G.
(2024). ‘Staying Afloat’: A Mixed Methods Study of the Financial and Psychological Well-being of Early Childhood Educators.
Early Childhood Education Journal, 52(2), 293-304.
Wang, M. et Hong, X.
(2024). Noblesse oblige? Job position and early childhood leadership in China: the moderating role of school type.
European Early Childhood Education Research Journal, 32(1), 114-129.
Chaudhary, N., Salali, G. D. et Swanepoel, A.
(2024). Sensitive responsiveness and multiple caregiving networks among Mbendjele BaYaka hunter-gatherers: Potential implications for psychological development and well-being.
Developmental Psychology, 60(3), 422-440.
Hentschel, E., Tran, H. T. T., Leslie, H. H. et Yousafzai, A. K.
(2024). Validity, Reliability, and Relevance of a Measurement Tool for Childcare Providers’ Work-Related Stress and Job Satisfaction.
Early Education and Development, 35(3), 551-571.
Markowitz, A. J., Mateus, D. M. C. et Weisner, K.
(2024). Linking early educator wellbeing to classroom interactions and teacher turnover.
Early Childhood Research Quarterly, 67(2^equartier), 283-294.
Wiltshire, C. A.
(2024). Early Childhood Education Teacher Workforce: Stress in Relation to Identity and Choices.
Early Childhood Education Journal, 52(4), 655-668.
Zheng, C., Jiang, Y., Zhang, B., Li, F., Sha, T., Zhu, X. et Fan, W.
(2024). Chinese Kindergarten Teachers’ Proactive Agency in Job Crafting: A Multiple Case Study in Shanghai.
Early Childhood Education Journal, 52(4), 639-654.
Byrne, J. A. et Clark, L. H.
(2024). The Impact of Educator Anxiety and Anxiety Literacy on Primary Educators’ Responses to Anxious Children.
Child Youth Care Forum, 53(3), 757-777.
Canobi, K. H., Eadie, P., Murray, L., Levickis, P., Page, J. et McFarland, L.
(2024). Profiles of Professional Wellbeing and Turnover Intentions Among Australian Early Childhood Educators.
Early Education and Development, 35(5), 1063-1079.
Codding, R. (dir.).
(2024). The Role of Context and Competence in Educator Well-Being.
School Psychology, 39(3), numéro thématique.
General, L. T. et Bautista, S. M. M.
(2024). Leadership practices of school heads and work task motivation as predictors of teachers’ behavior.
European Journal of Education Studies, 11(6), 461-480.
Harrison, L. J., Wong, S., Brown, J. E., Gibson, M., Cumming, T., Bittman, M. et Press, F.
(2024). Taking a detailed look at early childhood educators’ worktime.
Australasian Journal of Early Childhood, 49(2), 95-113.
Ozturk, M., Wigelsworth, M. et Squires, G.
(2024). A systematic review of primary school teachers’ wellbeing: room for a holistic approach.
Frontiers in Psychology, 15, article 1358424.
Shuey, E. A. et Jamet, S.
(2024). Composition of staff teams in early childhood education and care centres in nine countries.
International Journal of Child Care and Education Policy, 18, article 1.
Xia, W., Fan, Y., Bai, J., Zhang, Q. et Wen, Y.
(2024). The relationship between organizational climate and job satisfaction of kindergarten teachers: a chain mediation model of occupational stress and emotional labor.
Frontiers in Psychology, 15, article 1373892.
Zhao, X. et Jeon, L.
(2024). Examining the Associations between Teacher Job Satisfaction, Workplace Climate, and Well-Being Resources within Head Start Programs.
Early Education and Development, 35(5), 933-949.
Bull, R., McFarland, L., Cumming, T. et Wong, S.
(2024). The impact of work-related wellbeing and workplace culture and climate on intention to leave in the early childhood sector.
Early Childhood Research Quarterly, 69(4^e quartier), 13-24.
Dinkel, D., Lujan, C., Johnson, J., Olson, D. D., Armstrong, J., Dai, H. D., Qiu, F. et Bice, M. R.
(2024). Feasibility of a Mental Wellbeing Program for Rural Family Childcare Home Providers.
Early Childhood Education Journal, 52(6), 1193-1207.
McFarland, L., Bull, R., Cumming, T. et Wong, S.
(2024). Workplace Bullying in Early Childhood Education Settings: Prevalence and Protective Factors.
International Journal of Early Childhood, 56(2), 189-210.
Reddy, L. A. et Herman, K. C.
(2024). Special Issue: School Personnel Well-Being: Advancing Measurement, Best Practices, and Policy Section 2: The Role of Traumatic Experiences in Educator Well-Being.
School Psychology, 39(5), numéro thématique.
Sak, R., Skutil, M., Şahin-Sak, İ.T., Zikl, P., Nas, E. et Herynková, M.
(2024). Czech and Turkish Preschool Teachers’ Compassion and Psychological Well-being.
Early Childhood Education Journal, 52(6), 1165-1179.
Yang, Y., Tan, X., Gao, J. et Liu, Z.
(2024). Vocal fatigue of kindergarten teachers in China and its influential factors: a chain mediating model.
European Early Childhood Education Research Journal, 32(4), 687-703.
Yin, H. et Guo, Y.
(2024). A person-centered analysis of Hong Kong kindergarten teachers' emotion regulation: Profiles, characteristics and relations.
European Journal of Education, 59(3), e12687.
Ciavaldini-Cartaut, S.
(2024). Ancrage des pratiques pédagogiques dans la bienveillance éducative orientée vers le bien-être scolaire et effets sur la satisfaction et le sens de la collaboration professionnelle.
Revue hybride de l’éducation (RHÉ), 8(4, hors-thématique 2), 1-24.
Chroust, A.J., Atiles, J.T., Vargas, A.C. et Zúñiga León, I. M.
(2024). Sense of Efficacy of Costa Rican Early Childhood Teachers in Face-to-Face and Distance Education Instructional Settings.
International Journal of Early Childhood, 56(3), 497-510.
Dickerson, M. K., Fenech, M. et Stratigos, T.
(2024). Working with families: an investigation of early childhood educators’ emotional labour and wellbeing.
Early Years, prépublication, 1–17.
Etchebehere, G., Crego, A. et Martínez-Iñigo, D.
(2024). Do the Behaviors of Early Childhood Education Teachers Promote Children's Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers' Occupational Well-Being.
International Journal of Early Childhood, 56(3), 461-478.
Gambaro, L., Huebener, M., Schmitz, S. et Spiess, C. K.
(2024). Unlocking potential: Childcare services and refugees’ integration, employment and well-being.
Bundesinstitut für Bevölkerungsforschung (BIB).
Beaudoin, M., Granger, N. et Lessard, A.
(2024). Étude comparée du sentiment d’efficacité personnelle, du stress et de la satisfaction au travail entre les personnes enseignantes détenant ou non le brevet en enseignement.
Revue hybride de l’éducation (RHÉ), 8(4, hors-thématique 2), 1-27.
Gormley, L. et Hines, R.
(2024). The Well-Being of Early Childhood Providers in Ireland.
Early Childhood Education Journal, prépublication.
He, C., Xiong, J. et Wei, H.
(2024). Balancing Acts: The Impact of Family-Work Conflict on Autonomy Support Among Chinese Kindergarten Teachers.
Early Education and Development, 35(8), 1877-1890.
Huang, P. et Zhou, M.
(2024). Are Emotional Labor Strategies Good or Bad for Work Engagement Among Chinese Preschool Teachers? The Mediating Role of Teacher Efficacy and Grit.
Early Education and Development, 35(8), 1920-1935.
Jeon, H.-J., Kwon, K.-A., McCartney, C. et Diamond, L.
(2024). Early childhood education and early childhood special education teachers’ perceived stress, burnout, and depressive symptoms.
Children and Youth Services Review, 166, article 107915.
Mondi, C. F., Magro, S. W., Rihal, T. K. et Carlson, E. A.
(2024). Burnout and Perceptions of Child Behavior Among Childcare Professionals.
Early Childhood Education Journal, 52(8), 1803-1814.
Raviv, A. et Shwartz-Asher, D.
(2024). ‘Fostering resilience: the impact of supportive organizational culture on mitigating burnout in early childhood educators.’
European Early Childhood Education Research Journal, 32(5), 865-878.
Wolfe, A., Rowland, T. et Blackburn, J. C.
(2024). “Half the Teacher I Once Was”: Ohio Early Childhood Educators Describe their Mental Well-Being During the First Year of the COVID-19 Pandemic.
Early Childhood Education Journal, 52(8), 1933-1943.
Zadok, I., Nissan, M. et Versicherter-Chechik, T.
(2024). The childcare director’s role in preventing burnout: a positive-psychological examination of the caregivers’ lived experience.
Journal of Early Childhood Teacher Education, 45(4), 522-537.
Zheng, X., Luo, Y. et Tang, J.
(2024). Kindergarten Teachers’ Emotional Labor and Occupational Well-Being: How Do Different Interpersonal Relationships Matter?
Early Education and Development, 35(8), 1862-1876.
Chen, S., Qin, J. et Seth, N.
(2023). Characteristics and influencing factors of early childhood teachers' work stress and burnout: A comparative study between China, Ghana, and Pakistan.
Frontiers Psychology, 14, article 1115866.
Levine Brown, E., Vesely, C., Mehta, S. et Stark, K.
(2023). Preschool Teachers’ Emotional Acting and School-Based Interactions.
Early Childhood Education Journal, 51(4), 615-626.
Purper, C.J., Thai, Y., Frederick, T.V., Mehta, S. et Stark, K.
(2023). Exploring the Challenge of Teachers’ Emotional Labor in Early Childhood Settings.
Early Childhood Education Journal, 51(4), 781-789 (2023).
Quines, L. A. et Nino, A. V.
(2023). The mediating effect of teamwork on the relationship between work attitude and job satisfaction of teachers.
European Journal of Education Studies, 10(5), 85-111.
Rancher, C. et Moreland, A. D.
(2023). Adverse childhood experiences, stress, and resilience among early childhood teachers.
Early Childhood Research Quarterly, 62(1^st quarter), 186-193.
Randall, K., Kwon, K.-A., Ford, T. G. et Malek-Lasater, A.
(2023). Physical Well-being in Early Childhood Teachers: Correlates of Work-related Musculoskeletal Issues and Fitness among these “Educational Athletes”.
Early Education and Development, 34(2), 551-571.
Rivas, A., Mooss, A., Pontier, C.H., Romillo, J. et Muñoz, E.
(2023). The effect of Universal Teacher–Child Interaction Training on Hispanic teachers’ sense of self-efficacy in early childhood education and care settings.
International Journal of Child Care and Education Policy, 17, article 12.
Sherfinski, M.
(2023). Spaces for coping with change: Kindergarten educators’ emotional refuges.
International Journal of Early Years Education, 31(1), 79-94.
Peele, M., Wolf, S., Behrman, J. R. et Aber, J. L.
(2023). Teacher depressive symptoms and children's school readiness in Ghana.
Child Development, 94(3), 706-720.
Bosire, J. P. O., Gallagher, K. C., Garrett, A. L. et Babchuk, W.
(2023). Early childhood leadership well-being: A phenomenological examination of workplace stress and supports.
Journal of Early Childhood Research, 21(4), 412-425.
Brophy-Herb, H. E., Brincks, A., Cook, J. L., Stacks, A., Vallotton, C. D., Frosch, C., Carson, R., Wheeler, R., Perkins, H. A. et Jennings. P. A.
(2023). Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use.
Early Education and Development, 34(7), 1545-1564.
Byun, S. et Jeon, L.
(2023). Early Childhood Teachers’ Work Environment, Perceived Personal Stress, and Professional Commitment in South Korea.
Child Youth Care Forum, 52, 1019-1039.
Cramer, T., Cappella, E. et Raver, C. C.
(2023). Advice networks in early childhood education: Predicting teachers’ workplace experiences over time.
Early Childhood Research Quarterly, 65(4), 129-138.
Davies, A. W.
(2023). Maddening pre-service early childhood education and care through poetics: Dismantling epistemic injustice through mad autobiographical poetics.
Contemporary Issues in Early Childhood, 24(2), 124–146.
DuShane, D. et Yu, S. Y.
(2023). Preschool and Childcare Expulsion - A Review of the Literature.
Infants & Young Children, 36(3), 177-194.
Gould, K., Boyd, J. et Tesar, M.
(2023). Equity, inclusion and belonging for teachers in early childhood education in Aotearoa New Zealand.
Contemporary Issues in Early Childhood, 24(2), 176-188.
Granger, K. L., Hanish, L. D., Abry, T., DeLay, D. et Bradley, R. H.
(2023). Teachers’ Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms.
Early Education and Development, 34(8), 1850-1871.
Hatton-Bowers, H., Clark, C., Parra, G., Calvi, J., Yellow Bird, M., Avari, P., Foged, J. et Smith, J.
(2023). Promising Findings that the Cultivating Healthy Intentional Mindful Educators’ Program (CHIME) Strengthens Early Childhood Teachers’ Emotional Resources: An Iterative Study.
Early Childhood Education Journal, 51, 1291-1304 .
Kamenarac, O.
(2023). Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand.
Contemporary Issues in Early Childhood, 24(3), 268-280.
Mooney Simmie, G. et Murphy, D.
(2023). Professionalisation of early childhood education and care practitioners: Working conditions in Ireland.
Contemporary Issues in Early Childhood, 24(3), 239-253.
Natale, R., Bailey, J., Kolomeyer, E., Futterer, J., Schenker, M. et Bulotsky-Shearer, R.
(2023). Early childhood teacher workplace stress and classroom practices.
Journal of Early Childhood Teacher Education, 44(4), 897-914.
O’Hara-Gregan, J.
(2023). Supporting early childhood teacher well-being through the practice of mindful self-compassion.
Australasian Journal of Early Childhood, 48(4), 319-331.
Quinones, G., Berger, E. et Barnes, M.
(2023). Promoting care for the wellbeing of early childhood professionals in Australia.
Australasian Journal of Early Childhood, 48(4), 307-318.
Richardson, B. M., Vickerson, R. et Bader, N.
(2023). Falling by the “wasteside”: Defining and moving towards educator well-being from the perspective of early childhood educators in Ontario, Canada.
Australasian Journal of Early Childhood, 48(4), 294-306.
Roberts, A. M., Daro, A. M. et Gallagher, K. C.
(2023). Profiles of Well-Being Among Early Childhood Educators.
Early Education and Development, 34(6), 1414-1428.
Siskind, D. G., LaParo, K. M., Crosby, D. A., Hestenes, L. et Smith, J. M.
(2023). Who’s teaching the teachers? An exploration of early childhood teacher preparation program faculty’s cultural competence, work burnout, and teaching efficacy.
Journal of Early Childhood Teacher Education, 44(3), 425-444.
Stone, K. J., Schnake, K. et Moreland, A. D.
(2023). Adverse childhood experiences among early childhood educators and improving teacher health and well-being: Changes in teacher affect.
Early Childhood Research Quarterly, 65(4), 195-204.
Trauernicht, M., Anders, Y., Oppermann, E. et Klusmann, U.
(2023). Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool.
European Early Childhood Education Research Journal, 31(6), 1016-1032.
Walter, H. L., Kutscher, E. L., Fox, H. B. et Tuckwiller, E. D.
(2023). Profiles of early childhood special educator well-being.
Journal of Early Childhood Teacher Education, 44(3), 445-462.
Walter, H. L., Tuckwiller, B. D., Howard, L. C., Spencer, K. H. et Frey, J. R.
(2023). A mixed-methods approach to understanding early childhood special educators’ well-being.
Early Childhood Research Quarterly, 65(4), 374-384.
Wilson, D., Plesko, C., Brockie, T. N. et Glass, N.
(2023). The well-being of head start teachers: a scoping literature review.
Journal of Early Childhood Teacher Education, 44(4), 747-772.
Wiltshire, C.A.
(2023). Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping.
Early Childhood Education Journal, 51(8), 1385-1399.
Zheng, X., Jiang, A. et Luo, Y.
(2023). Do Servant Leadership and Emotional Labor Matter for Kindergarten Teachers’ Organizational Commitment and Intention to Leave?
Early Education and Development, 34(7), 1489-1505.
Farewell, C. V., Gonzales, L. D., Privett, A., Maiurro, E. et Puma, J. E.
(2023). Associations between the well-being of the early childhood education workforce and caregiver-child relationships in centre- and home-based settings.
Early Child Development and Care, 193(13-14), 1471-1484. https://doi.org/10.1080/03004430.2023.2256995
Sandoval-Obando, E. E., Pareja-Arellano, N., Hernández-Mosqueira, C. et Riquelme-Brevis, H.
(2023). What do we know about rural teaching identity? An exploratory study based on the generative-narrative approach.
Journal of Pedagogy, 14(2), 97-122.
Barker, K. S., Kim, D.-H. et Pendergraft, E.
(2022). “It Felt Good to Be Included”: A Mixed-Methods Study of Pre-Kindergarten Teachers’ Experiences with Professional Learning.
Early Childhood Education Journal, 50(4), 593-604.
Cheng, X., Zhang, H., Cao, J. et Ma, Y.
(2022). The Effect of Mindfulness-Based Programs on Psychological Distress and Burnout in Kindergarten Teachers: A Pilot Study.
Early Childhood Education Journal, 50(7), 1197-1207.
Clayback, K. A. et Williford, A. P.
(2022). Teacher and Classroom Predictors of Preschool Teacher Stress.
Early Education and Development, 33(8), 1347-1363.
Djonko-Moore, C. M.
(2022). Diversity education and early childhood teachers’ motivation to remain in teaching: an exploration.
Journal of Early Childhood Teacher Education, 43(1), 35-53.
Jeon, H.-J., Diamond, L., McCartney, C. et Kwon, K.-A.
(2022). Early Childhood Special Education Teachers’ Job Burnout and Psychological Stress.
Early Education and Development, 33(8), 1364-1382.
Narea, M., Treviño, E., Caqueo-Urízar, A., Miranda, C. et Gutiérrez-Rioseco, J.
(2022). Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being.
Child Indicators Research, 15(2), 533-551.
Seo, S. et Yuh, J.
(2022). Mindfulness and Resilience as Mediators in the Relationship Between Job-Related Stress and Teacher–Child Interaction Among Early Childhood Educators.
Early Childhood Education Journal, 50(7), 1209-1219.
Simons, C., Harden, B. J., Lee, K. A. et Tirrell-Corbin, C.
(2022). Infant-toddler teachers’ early adversity, current wellbeing, and engaged support of early learning.
Early Childhood Research Quarterly, 61(4th Quarter), 158‑169.
Zhou, S. et Li, X.
(2022). Does Organizational Commitment Buffer the Relation between Work-to-family Conflict and Emotional Exhaustion in Chinese Preschool Teachers?
Early Education and Development, 33(7), 1256-1269.
Boudreault, A., Lessard, J. et Guay, F.
(2022). Le sentiment d’efficacité personnelle des enseignants en gestion de classe et leur satisfaction au travail : le rôle explicatif des stratégies de gestion des comportements auprès des élèves qui présentent des problèmes de comportements extériorisés.
Revue canadienne de l’éducation, 45(4), 920-961.
Sullanmaa, J., Pietarinen, J., Lipponen, L., Soini, T. et Pyhältö, K.
(2022). The interrelationship between pre-primary and early primary school teachers’ learning in the professional community and burnout: a person-centered approach.
European Early Childhood Education Research Journal, 30(6), 930-948.
Organisation for Economic Co-operation and Development (OECD).
(2021). Building a High-Quality Early Childhood Education and Care Workforce.
OCDE Publishing.
Cumming, T., Wong, S. et Logan, H.
(2021). Early childhood educators’ well-being, work environments and ‘quality’: Possibilities for changing policy and practice.
Australasian Journal of Early Childhood, 46(1), 50-65.
Kimaiyo, J. S., Kapkiai, M. et Kiprop, D.
(2021). Working Conditions and Teacher Performance in Public Early Childhood Development Education Centres in Anabkoi Sub County, Kenya.
European Journal of Education Studies, 8(5), 154-164.
Nathalie Bigras Lise Lemay Joanne Lehrer Annie Charron Stéphanie Duval Christelle Robert-Mazaye et Isabelle Laurin
(2021). Early Childhood Educators’ Perceptions of Their Emotional State, Relationships with Parents, Challenges, and Opportunities During the Early Stage of the Pandemic. 
Early Childhood Education Journal, 49, 775-787.
Tembo, S.
(2021). Black educators in (white) settings: Making racial identity visible in Early Childhood Education and Care in England, UK.
Journal of Early Childhood Research, 19(1), 70-83.
Mowrey, S. C.
(2021). Triangulating Social Networks and Experiences of Early Childhood Educators in Emergent Professional Cultures.
Early Childhood Education Journal, 49(3), 527-537.
Guo, Y., Dynia, J. M. et Lai, M. H. C.
(2021). Early childhood Special education teachers’ self-efficacy in relation to individual children : Links to children’s literacy learning.
Early Childhood Research Quarterly, 54, 153‑163.
Li, Z. et Li, J.-B.
(2020). The Association between Job Stress and Emotional Problems in Mainland Chinese Kindergarten Teachers: The Mediation of Self-Control and the Moderation of Perceived Social Support.
Early Education and Development, 31(4), 491-506.
Logan, H., Cumming, T. et Wong, S.
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