Teacher education, motivation, compensation, workplace support, and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession

By Julia C. Torquati, H. Raikes, Catherine A. Huddleston-Casas. 2007

155 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cc234cdf41d849f19faa2426fb0bf70f76ead7fe

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Brigid Daly Wagner
2. Karen M. La Paro
3. Robert V. Bullough Jr
4. Victoria L. Kintner-Duffy
5. Kendra M. Hall-Kenyon
6. K. MacKay
7. L. French
8. E. Marshall

In Education

1. Kendra M. Hall-Kenyon
2. Robert V. Bullough Jr
3. K. MacKay
4. E. Marshall
5. Karen M. La Paro
6. Victoria L. Kintner-Duffy
7. L. French
8. D. Cassidy

Citations in the corpus

• Retaining Early Childhood Education Workers: A Review of the Empirical Literature (2016, background): “…that program quality (quantitatively defined in terms of staff/child ratio, caregiver training, and so on, as well as observed program quality) is not significantly associated with retention within child care workers’ jobs or the field in general (Torquati et al., 2007; Webb & Lowther, 1993).”
• Measuring the Quality of Teacher–Child Interactions in Toddler Child Care (2009, background): “Prior research has found that teacher motivations for child care work were a significant predictor of observed quality and the intention of teachers to stay in the field of early childhood care and education ( Torquati, Raikes, & Huddleston-Casas, 2007 ).”
• Motivation, Work Satisfaction, and Teacher Change Among Early Childhood Teachers (2010, background): “Although researchers have explored early childhood teachers' motivation for choosing early childhood care and education as a career ( Kontos, Hsu, & Dunn, 1994 ) and their intention to stay in the profession ( Torquati, Raikes, & Huddleston-Casas, 2007 ), early childhood teachers' motivation for pro”
• Preschool Teacher Well-Being: A Review of the Literature (2014, background): “Studies have focused on teachers’ education levels and classroom quality (Early et al. 2007; Miller and Bogatova 2009; Ryan and Ackerman 2005; Torquati et al. 2007), turnover (Bridges et al.”
• Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours (2017, background): “There is also evidence that teacher compensation is related to observed classroom quality (Torquati et al., 2007).”