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 |
|---|---|
| Language: | English |
| Authors: | Elysia Phillips (ORCID |
| Source: | Issues in Educational Research. 2025 35(4):1664-1684. |
| Availability: | Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.iier.org.au/iier.html |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Autobiographies, Ethnography, Early Childhood Teachers, Teacher Burnout, Emotional Intelligence, Stress Variables, Foreign Countries, Teaching Conditions, Faculty Mobility |
| Geographic Terms: | Australia |
| ISSN: | 0313-7155 1837-6290 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.iier.org.au/iier35/phillips-abs.html |
| Accession Number: | EJ1492113 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0313-7155 1837-6290 |
