Autoethnographic reflections: Countering early educator burnout and overwhelmment with emotional intelligence.
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| Title: | Autoethnographic reflections: Countering early educator burnout and overwhelmment with emotional intelligence. |
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| Authors: | Phillips, Elysia1 ephilli8@myune.edu.au, Sims, Margaret2 margaret.sims@mq.edu.au, Schutte, Nicola1 nschutte@une.edu.au, Rogers, Marg2,3 marg.rogers@une.edu.au |
| Source: | Issues in Educational Research. 2025, Vol. 35 Issue 4, p1664-1684. 21p. |
| Subject Terms: | *Early childhood teachers, *Psychological burnout, *Emotional intelligence |
| Abstract: | Early childhood educators' work is emotionally challenging, often depleting their reserves of emotional intelligence (EI), which can lead to burnout and feeling overwhelmed. Despite this, there is little research linking the ongoing EI required to support young children and families, and the impact this has on educators' workplace flourishing. To address this gap, our autoethnographic study links the reflections of an experienced Australian educator and director (the lead author) to the literature about EI and workplace flourishing. Inductive thematic analysis revealed the impact of staffing, workplace culture, and quality of education and care provided to children, affecting their outcomes. This aligned with the literature that revealed a relationship between educators' EI and workplace flourishing. Additionally, EI has been linked to better problem solving, more cohesive social relationships and an increased capacity to understand and manage emotions effectively, all characteristics that contribute to workplace flourishing. This demonstrated the need to research educators' experiences of EI within the groups of children and families with whom they work, given that EI influences their interactions with others. Due to the high rates of attrition in the sector and the shortage of educators, this will be of interest to researchers, policymakers, and those who support educators. [ABSTRACT FROM AUTHOR] |
| Copyright of Issues in Educational Research is the property of Australia's Institutes for Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191568994 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191568994 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1664 Subjects: – SubjectFull: Early childhood teachers Type: general – SubjectFull: Psychological burnout Type: general – SubjectFull: Emotional intelligence Type: general Titles: – TitleFull: Autoethnographic reflections: Countering early educator burnout and overwhelmment with emotional intelligence. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Phillips, Elysia – PersonEntity: Name: NameFull: Sims, Margaret – PersonEntity: Name: NameFull: Schutte, Nicola – PersonEntity: Name: NameFull: Rogers, Marg IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 03137155 Numbering: – Type: volume Value: 35 – Type: issue Value: 4 Titles: – TitleFull: Issues in Educational Research Type: main |
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