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Turn-over and Retention Among Head Start Educators.

Delia Vicente¹, Melanie Venegas¹, Alma D Guerrero²

¹Development Behavioral Pediatrics Division, Department of Pediatrics, David Geffen School of Medicine at University of California, Los Angeles, CA, USA.

Early Childhood Education Journal

|August 8, 2025

Summary

This summary is machine-generated.

Early childhood education staff retention is influenced by meaningful work, professional development, and collegial connections. Turnover factors include low pay, excessive paperwork, and lack of recognition, though meeting staff

Keywords:

Early childhood education Educator perceptions Head Start Professional development Retention Turn-over Workforce

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Published on: January 23, 2017

Area of Science:

Early Childhood Education
Human Resources Management
Educational Psychology

Background:

The early childhood education sector faces significant challenges in retaining qualified educational staff.
Staff turnover negatively impacts program quality and children's development.
Head Start and Early Head Start programs are critical for early learning but experience high staff attrition.

Purpose of the Study:

To explore the factors influencing staff turnover and retention in Head Start and Early Head Start education roles.
To understand the lived experiences and perspectives of education staff regarding their employment.
To identify actionable insights for improving staff retention in early education settings.

Main Methods:

A descriptive research design was employed to gather qualitative data.
The study focused on the voices and experiences of education staff from Head Start and Early Head Start programs.
Data collection likely involved interviews or surveys to capture staff perspectives on retention and turnover.

Main Results:

Key retention factors identified include meaningful work, professional development access, and positive colleague relationships.
Significant turnover factors cited are low wages, heavy paperwork, complex caseloads, and lack of recognition.
Educators expressed higher retention likelihood when their needs for growth and relatedness were met, despite low pay.

Conclusions:

Organizational systems, practices, and working conditions significantly influence staff turnover and retention.
Meeting the core human needs of staff is crucial for improving retention in early childhood education.
Addressing factors like compensation, workload, and professional support is essential for stabilizing the early childhood education workforce.