Volume/Issue :

Article type :

Editorial

Page No :

4-6

Abstract :

In recent years, the topic of teachers’ professional well-being has been receiving increasing attention from researchers, practitioners, and education policymakers. Research by Lithuanian scholars also confirms that the organizational environment of educational institutions, support from administrators, workload, and opportunities for professional growth have a significant impact on teachers’ professional well-being. In the context of early childhood education, teachers’ professional well-being is particularly important due to the specific nature of the work, which involves direct interaction with young children, close collaboration with families, responsibility for children’s education and development, and the need to balance various professional roles. Although the importance of teachers’ professional well-being is widely recognized in scientific research, the professional well-being of preschool teachers still receives relatively less attention than general aspects of teachers’ professional well-being. Given the specific nature of this stage of education and the particularities of teachers’ work, it is appropriate to conduct research that helps to better understand the factors influencing the professional well-being of preschool teachers, the challenges they face, and opportunities for enhancing it. Such research not only contributes to the advancement of scientific knowledge in this field but also lays the groundwork for evidence-based practical and managerial decisions that help enhance teachers’ professional well-being and ensure high-quality early childhood education.

Keywords :

early childhood education, educational institutions, scientific knowledge, teachers’ professional well-being

References :

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Bukšnytė-Marmienė, L., Brandišauskienė, A., Česnavičienė, J., & Daugirdienė, A. (2023). Mokyklos kaip organizacijos funkcionavimo ir mokytojų profesinės gerovės reikšmė jų įsipareigojimui organizacijai [Importance of the school functioning as an organization and teachers' work related well-being for teachers' organizational commitment]. Psichologija, 68, 8–23. https://doi.org/10.15388/Psichol.2023.55
European Commission, Directorate-General for Education, Youth, Sport and Culture. (2020). Early childhood education and care: How to recruit, train and motivate well-qualified staff: final report. Publications Office of the European Union. https://doi.org/10.2766/489043
Hascher, T., & Waber, J. (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational Research Review, 34, Article 100411. https://doi.org/10.1016/j.edurev.2021.100411
Šilinskas, G., & Raižienė, S. (2023). Why do you work as a teacher? Associations between teachers' work motivation, teaching quality, and well-being. Psichologija, 69, 48–58. https://doi.org/10.15388/Psichol.2023.69.3
Zhou, S., Slemp, G. R., & Vella-Brodrick, D. A. (2024). Factors associated with teacher wellbeing: A meta-analysis. Educational Psychology Review, 36, Article 63. https://doi.org/10.1007/s10648-024-09886-x

Cite as :

Malinauskienė, D. (2026). Mokytojų profesinė gerovė kaip kokybiško ikimokyklinio ugdymo prielaida [Teachers' professional well-being as a prerequisite for high-quality preschool education]. Švietimas: politika, vadyba, kokybė / Education Policy, Management and Quality, 17(1), 4–6. https://doi.org/10.48127/spvk-epmq/26.17.04