For Teachers to Care Well, They Must Be Well

Abstract

Teaching is often described as one of the most stressful occupations, contributing to the high rates of turnover and burnout afflicting the field. Early childhood teachers, especially those who teach outside of the public school system at the pre-kindergarten level, are at particular risk for a low sense of well-being. With a focus on teachers of children from birth to age 5, this chapter defines teacher well-being, identifies influences on teacher well-being, and discusses ways in which a teacher's well-being impacts the young children in their classroom. In addition, the authors describe a preschool teacher well-being initiative that is currently being implemented in South Carolina, the Be Well Care Well project. This chapter includes a detailed description of the Be Well Care Well model, shares initial program evaluation and impact data, and provides recommendations based on the implementation of the project thus far. Future directions for policy, practice, and research are discussed.