Process Over Product: Teacher Wellbeing Policy in Early Childhood Education

Abstract

This hermeneutic literature review explores the new phenomenon of teacher wellbeing policies in early childhood education [ECE]. Considered throughout this dissertation are the current state of wellbeing in ECE and the complex array of influences that have led to the present state of the sector. The plethora of research on teacher wellbeing reflects the current spotlight on the topic that has resulted in a policy window that could be used to create significant change. Concurrently, ECE teachers are beginning to create policy unique to their own contexts that explore practices that could facilitate the wellbeing of teachers. Despite the growing popularity of teacher wellbeing policies I am yet to see any resources to support the process of creating wellbeing policy, thus, this research aims to fill a gap in the literature by exploring how collaborative policymaking could be used as a tool to support teacher wellbeing. Recognising the contextual nature of this phenomenon, the research is influenced by Gadamer’s theories of hermeneutic phenomenology which are used to navigate the literature on wellbeing, leadership, and policymaking to provoke thinking about this topic, and suggest possible strategies to explore this process in an ECE context.