Being in sync: Strategies to support centres’ retention of childcare teachers

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dc.contributor.authorJovanovic, Jessie
dc.date.accessioned2017-11-03T04:10:46Z
dc.date.available2017-11-03T04:10:46Z
dc.date.issued2014
dc.descriptionThis article has been published in final form at http://www.education.auckland.ac.nz/en/about/research/research-atfaculty/research-publications/first-years.html Reproduced with permission of the publisheren
dc.description.abstractAustralia’s National Quality Framework (NQF) is seeking to improve teacher qualifications and ratios to lift the quality of education that young children access (COAG, 2013). The retention of childcare teachers, however, remains a constant challenge as this work continues to be poorly paid, and its importance is frequently misunderstood (Productivity Commission, 2011). Recognising that infant and toddler wellbeing is inextricably linked to the consistency and wellbeing of the teachers who care for them, this article considers the relational factors which created team cohesion and teacher retention across four Long Day Childcare (LDC) services in South Australia. When childcare teachers are able to negotiate a common approach to their practice, they feel able to share their feelings and work in ways which are both professionally gratifying and personally fulfilling.en
dc.identifier.citationJovanovic, J.M. (2014). Being in sync: Strategies to support centres' retention of childcare teachers. The First Years: New Zealand Journal of Infant and Toddler Education, 16(2) pp. 32-37.en
dc.identifier.issn1175-0529
dc.identifier.urihttp://hdl.handle.net/2328/37663
dc.language.isoen
dc.oaire.license.condition.licenseIn Copyright
dc.publisherThe University of Aucklanden
dc.rightsCopyright © The University of Aucklanden
dc.rights.holderThe University of Aucklanden
dc.subjectTeamwork,en
dc.subjectchildcare,en
dc.subjectteacher retentionen
dc.titleBeing in sync: Strategies to support centres’ retention of childcare teachersen
dc.typeArticleen
local.contributor.authorOrcidLookupJovanovic, Jessie: https://orcid.org/0000-0002-3489-9312en_US
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