The early childhood profession has a high turnover rate, which has negative consequences for the teachers that stay, incoming teachers, and the children these teachers serve. The current study aimed to help address gaps in the literature by examining risk and resilience of preschool teachers with regard to work related stress, burnout, mental health, coping strategies, and attitudes regarding the early childhood education profession. A survey with open and closed ended questions was administered to 41 participants working as early childhood educators. Results indicated that positive relationships with children and supervisors, active coping, and the use of humor, were protective factors. Active coping strategies acted as a buffer by significantly moderating the effect of negative supervisor relationships on burnout and depersonalization. Low pay, high student to teacher ratios, and negative professional relationships were identified as risk factors for burnout and depersonalization, likely associated with workplace turnover. These findings have implications for fostering positive supervisor-teacher relationships, lowering student-to-teacher ratios, and increasing early childhood educator salaries. Professional development opportunities may also be useful for teaching active coping and other stress management strategies, promoting positive relationships in the workplace, and helping alleviate some of the stressors teachers face.
