Infant and toddler teachers perspectives on interconnections between relationships and professional well-being during the COVID-19 pandemic

A growing body of research characterizes the stressful nature of early childhood teachers’ work with children and families, although less is known about the experiences of infant/toddler (I/T) teachers. This qualitative study aimed to explore infant/toddler teachers’ workplace stressors and workplace supports at the outset of the COVID-19 pandemic. Data were collected from interviews with 22 I/T teachers from a Midwestern state in the United States late spring and early summer 2020. Researchers conducted a thematic analysis of the interviews to develop and then finalize themes of teachers’ stressors and supports during the pandemic. The findings revealed an emphasis on the relational work of I/T care and education. Specifically, the data reflected the deep affection and concern teachers feel for children and families, and the importance of teachers’ relationships with children, colleagues, and administrators as contributors to teachers’ well-being amidst stress. Findings complement the existing research on the effects of COVID-19 on I/T teachers by highlighting teachers’ needs for personal and professional support and the professional satisfaction they get from their close relationships with children, and findings suggest the importance of the psychological rewards of ECE work to well-being.