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Using qualitative methodology, the study identifies what early childhood teachers view as crucial for maintaining teaching engagement, managing daily work demands, and implementing mandated educational change. Findings highlight contributions from students, colleagues, educational settings, attitudes and beliefs, pedagogical practice, and teachers’ personal well-being and life-work balance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/early-childhood-teachers-sustainment-in-the-classroom-abstract-introduction-2008/593662/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/early-childhood-teachers-sustainment-in-the-classroom-abstract-introduction-2008/593662.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the study on early childhood teachers?","Question",{"text":112,"@type":113},"The study examines factors that help Australian early childhood teachers sustain their professional engagement, including commitment, job satisfaction, and occupational motivation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What methodology does the paper use?",{"text":117,"@type":113},"The paper uses a qualitative methodology to identify key factors teachers consider important for sustaining engagement in teaching.",{"name":119,"@type":110,"acceptedAnswer":120},"Which factors are reported as contributing to teachers’ sustainment?",{"text":121,"@type":113},"Teachers’ sustainment is attributed to influences from students and work colleagues, the educational setting, attitudes and beliefs, pedagogical practice, and their ability to maintain personal well-being and life-work balance.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593662,1792139932,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 33 | Issue 2 | Article 3 |\n| --- | --- |\n| 2008\u003Cbr>Early Childhood Teachers' Sustainment in the Classroom.\u003Cbr>Pam Kilgallon Edith Cowan University\u003Cbr>Carmel Maloney Edith Cowan University\u003Cbr>Graeme Lock Edith Cowan University |  |\n\nRecommended Citation  \nKilgallon, P., Maloney, C., & Lock, G. (2008). Early Childhood Teachers' Sustainment in the Classroom.. Australian Journal of Teacher Education, 33 (2).  \n[http://dx.doi.org/10.14221/ajte.2008v33n2.3](http://dx.doi.org/10.14221/ajte.2008v33n2.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol33/iss2/3](http://ro.ecu.edu.au/ajte/vol33/iss2/3)  \nAustralian Journal of Teacher Education  \nEARLY CHILDHOOD TEACHERS’SUSTAINMENT IN THE  \nCLASSROOM  \nPam Kilgallon  \nCarmel Maloney  \nGraeme Lock  \nEdith Cowan University  \nAbstract: This paper describes an investigation of Australian early  \nchildhood teachers’ sustainment in their profession,focussing on those  \nfactors which enhance professional commitment, job satisfaction and  \noccupational motivation. Utilizing qualitative methodology this study  \nalso identified key factors early childhood teachers consider crucial to  \nsustaining engagement in teaching, while coping with the daily  \ndemands of their work and the implementation of mandated educational  \nchange. In particular, this study found early childhood teachers’  \nstudents, work colleagues, educational setting and attitudes, beliefs and  \npedagogical practice contributed to their sustainment, as did their  \nability to maintain personal well-being and a life-work balance.  \nIntroduction  \nThe teaching profession is constantly undergoing scrutiny and is the focus of continuous change. As societies alter so too do the demands made upon educational bodies and those working within those systems. In Australian educational organizations, reforms to education policy and practice are commonplace. Teachers are regularly challenged in their teaching roles to review their beliefs and practices in order to implement imposed educational change while continuing to deliver quality education to their students (Fleet & Patterson, 2003; Hargreaves, Lieberman, Fullan, & Hopkins, 1998) .  \nAn ageing trend across the Australian teaching profession has been recorded and widely reported (Committee for the Review of Teaching and Teacher Education, 2003; Department of Education and Training, 2002a) . Research also reveals that up to 30% of novice teachers are leaving the profession within the first 5 years of teaching, and that those remaining within the profession experience difficulties in coping with the pressures of work (Department of Education and Training, 2002b; Lokan, 2003; Preston, 2001; Wilhelm, Dewhurst-Savellis, & Parker, 2000) . Increasing levels of teacher job dissatisfaction, stress, burnout and attrition have also been reported (Institute for the Service Professions, 2005; Labone, 2002; Wilhelm et al., 2000) . Evidence suggests that factors such as teachers’workload, lack of administrative support, conditions of employment and a perceived lowered social status of the profession contribute to a decline in teacher wellbeing and retention (Danielson, 2002; Darling-Hammond, 2003; Department of Education and Training, 2003a; Institute for the Service Professions, 2005; Stamopoulos, 1998; Wilhelm et al., 2000) . In addition, teachers’attitudes and dispositions are also considered to impact on teachers’ stress levels and capacity to cope with their work (Friedman, 2000; Vandenberghe & Huberman, 1999; Wilhelm et al., 2000) . Such studies indicate that teachers in all sectors ofthe profession, including early childhood  \nVol 33, 2, May 2008 41  \nAustralian Journal of Teacher Education  \neducators, are challenged in their teaching roles and ability to maintain professional commitment and personal well-being.  \nRecent years have also seen a growing interest in early childhood education, with research highli","cbCaiaGCRcrHVaiJ","https://ap.wps.com/l/cbCaiaGCRcrHVaiJ","pdf",302800,15,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main focus of the study on early childhood teachers?\",\"answer\":\"The study examines factors that help Australian early childhood teachers sustain their professional engagement, including commitment, job satisfaction, and occupational motivation.\"},{\"question\":\"What methodology does the paper use?\",\"answer\":\"The paper uses a qualitative methodology to identify key factors teachers consider important for sustaining engagement in teaching.\"},{\"question\":\"Which factors are reported as contributing to teachers’ sustainment?\",\"answer\":\"Teachers’ sustainment is attributed to influences from students and work colleagues, the educational setting, attitudes and beliefs, pedagogical practice, and their ability to maintain personal well-being and life-work balance.\"}]","Early Childhood Teachers' Sustainment in the Classroom - Abstract - Introduction - 2008 | PDF",1792077672,38]