Critical viewpoint to early childhood education teachers’ well-being at work

Aspinwall, L., & Staudinger, U. (Eds.) (2003). A psychology of human strengths.
fundamental questions and future directions for a positive psychology. Washington, DC:
American Psychological Association.
Arnold, K. A., Turner, N., Barling, J., Kelloway, E. K., & McKee, M. C. (2007).
Transformational leadership and psychological well-being: the mediating role of meaningful
work. Journal of Occupational Health Psychology, 12(3), 193-203.
Bagdi, A., & Vacca, J. (2005). Supporting early childhood socio-emotional well-being: the
building blocks for early learning and school success. Early Childhood Education Journal,
33(3), 145-150. DOI: 10.1107/s10643-005-0038-y
Baltes, P. B., & Freund, A. M. (2006). Ihmisen vahvuudet ja viisaus [Human strengths and
wisdom]. In L. G. Aspinwall & U. M. Staudinger (Eds.), Ihmisen vahvuuksien psykologia
[A psychology of human strengths] (pp. 34-46). Helsinki: Edita.
Basom, M. R., & Frase, L. (2004). Creating optimal work environments: exploring teacher
flow experiences. Mentoring & Tutoring, 12(2), 241-258.
Berg, A.-J. (2008). Silence and articulation – racialization and feminist memory work. Nora,
16(4), 213-227.
Biswas-Diener, R. (2010). Practicing positive psychology coaching. Assessment, activities,
and strategies for success. Hoboken, NJ: John Wiley & Sons.
Boschee, M. A., & Jacobs, G. (1997). Ingredients for Quality Child Care. National Network
for Child Care. Retrieved April 25, 2011, from:
http://www.nncc.org/choose.quality.care/ingredients.html#anchor143569
Brouwers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived
self-efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
Bruner, J. (2004). Life as narrative. Social Research, 71(3), 691-710.
Burke, R. J. & Greenglass, E. R. (1995). A longitudinal study of psychological burnout in
teachers. Human Relations, 48, 187-202.
Burke, R. J., Greenglass, E. R., & Scwarzer, R. (1996). Predicting teacher burnout over time:
effects of work stress. Social support, and self-doubts on burnout and its consequences.
Anxiety, Stress, and Coping, 9(3), 261-275.
Carruthers, C., & Hood, C. D. (2005). The power of positive psychology. Parks &
Recreation, Oct 2005, 30-37.
Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C N. (2010). Emotional
exhaustion, absenteeism, and turnover intentions in childcare teachers: examining the impact
of physical activity behaviors. Journal of Health Psychology, 15(6), 905-914. DOI:
10.1177/1359105309360697
Carver, C. S., & Scheier, M. F. (2002). Optimism. In C. R. Snyder & S. J. Lopez (Eds.),
Handbook of Positive Psychology (pp. 231-243). Oxford: Oxford University Press.
Chan, D. W., & Hui, E. K. P. (1996). Teacher stress and guidance work in Hong Kong
secondary school teachers. British Journal of Guidance and Counselling, 24(2), 199-211.
Chan, D. W. (2002). Stress, self-efficacy, social support, and psychological distress among
prospective Chinese teachers in Hong Kong. Educational Psychology: An International
Journal of Experimental Educational Psychology, 22(5), 557-569. DOI:
10.1080/0144341022000023635
Davies, B., Browne, J., Gannon, S., Hohan, E., & Somerville, M. (2006). Embodied women
at work in neo-liberal times and places. In B. Davies & S. Gannon (Eds.), Doing collective
biography (pp. 61-78). Berkshire: Open university press.
Davies, B., & Gannon, S. (2006). The practices of collective biography. In B. Davies & S.
Gannon (Eds.), Doing collective biography (pp. 1-15). Berkshire: Open University Press.
Davies, B., Browne, J., Gannon, S., Hohan, E., & Somerville, M. (2005). Embodied women
at work in neoliberal times and places. Gender, Work and Organisation, 12(4), 343-362.
Decree on children’s day care. (1973/239). Retrieved from FINLEX database:
http://www.finlex.fi/fi/laki/ajantasa/1973/19730239
Diller, A. (1996). The ethics of care and education: a new paradigm, its critics, and its
educational significance. In A. Diller, B. Houston, K. P. Morgan & M. Ayim (Eds.), The
gender question in education. Theory, pedagogy & politics (pp. 89-104). Colorado:
WestviewPress.
Drasgow, E., Yell, M. L., & Robinson, T. R. (2001). Developing legally correct and
educationally appropriate IEPs. Remedial and Special Education, 22(6), 359-373.
Elbaz-Luwisch, F. (2005). Teachers’ voices: storytelling and possibility. Greenwich:
Information Age Publishing.
Estola, E. (2003). In the language of the mother – Re-storying the relational moral in
teachers' stories. (Acta Universitatis Ouluensis E 62). Oulu: University of Oulu.
Estola, E., Erkkilä, R., & Syrjälä, L. (2003). A moral voice of vocation on teachers’
narratives. Teachers and Teaching: theory and practice, 9(3), 239-256.
Fink, D., & Stoll, L. (2000). Educational change: easier said than done. In A. Hargreaves, A.
Lieberman, M. Fullan & D. Hopkins (Eds.), International handbook of educational change
(pp. 297-321). London: Kluwer Academic Publishers.
Fisher, D., & Frey, N. (2001). Access to the core curriculum. Critical ingredients for student
success. Remedial & Special Education, 22(3), 148-157.
Forrester, G. (2005). All in a day’s work: primary teachers’ ‘performing’ and ‘caring’.
Gender and Education, 17(3), 271-287.
Gable, S., & Haidt, J. (2005). What (and why) is positive psychology? Review of General
Psychology, 9, 103-110.
Gannerud, E. (2001). A gender perspective on the work and lives of women primary school
teachers. Scandinavian Journal of Educational Research, 45(1), 55-70.
Gilbreath, B., & Benson, P. G. (2004). The contribution of supervisor behaviour to employee
psychological well-being. Work and Stress, 18(3), 255-266.
Goldstein, L. S., & Lake, V. E. (2000). ’Love, love, and more love for children’: exploring
preservice teachers’ understanding of caring. Teacher and Teacher Education, 16, 861-871.
Gugliemi, R. S., & Tatrow, J. (1998). Occupational stress, burnout, and health in teachers: a
methodological and theoretical analysis. Review of Educational Research, 68, 61-99.
Hackman, J. R., & Oldham, G. R. (1976). Motivation through the design of work: Test of a
theory. Organizational Behavior and Human Performance, 16, 250-279.
Hagegull, B., & Bohlin, G. (1995). Day care quality, family and child characteristics and
socioemotional development. Early Childhood Research Quarterly, 10, 505-526.
Haug, F. (1987). Female sexualization. The collective Work of Memory. London: Verso.
Happo, I., & Määttä, K. (2011). Expertise of early childhood educators. International
Education Studies, 4(3), 91-99. doi: 10.5539/ies.v4n3p91
Heinämäki, L. (2008). Early Childhood Education in Finland. Potsdam: Liberales Institut.
Retrieved March 20, 2011, from: http://pro-kopf.de/fileadmin/Downloads/OC_39-
Heinaemaeki-ECE_in_Finland.pdf
Huebner, E. S., Gilman, R., Reschly, A. L., & Hall, R. (2009). Positive schools. In S. J.
Lopez & C. R.Snyder (Eds.), Oxford handbook of positive psychology (pp. 561-568).
Oxford: Oxford University Press.
Hutri, M. (2002), Ammatillinen kriisiytyminen – käsite työhön ja työuraan liittyvien
ongelmien varhaiseen tunnistamiseen ja työkyvyn tukemiseen [Vocational crisis – a concept
for early recognition of work- and career-related problems and supporting ability to work].
Psykologia [Psychology], 37, 282-285.
Jansson, M., Wendt, M., & Åse C. (2008). Memory work reconsidered. Nora, 16(4), 228-
240.
Josselson, R. (2011). ’Bet you think this song is about you’. Whose narrative is it in narrative
research? Narrative works: Issues, Investigations & Interventions, 1(1), 33-51.
Julkunen, R. (2008). Uuden työn paradoksit. Keskusteluja 2000-luvun työprosess(e)ista [The
Paradoxes of the New Work. Discussions about the Work Process(es) of the 21st Century].
Tampere: Vastapaino.
Karasek, R., & Theorell, T. (1990). Healthy work, stress, productivity, and the
reconstruction of working life. New York, NY: A Division of Harper Collins Publishers.
Kelchtermans, G. (2005). Professional commitment beyond contract. Teachers’ selfunderstanding,
vulnerability and reflection. Keynote presented at the bi-annual meeting the
International Study Association on Teachers and Teaching (ISATT) Sydney, Australia, July
2–6, 2005. Retrieved June 20, 2011, from:
http://ppw.kuleuven.be/cobv/pdfs/Keynote%20ISATT%202005.pdf
Kelly, A. L., & Berthelsen, D. C. (1995). Preschool teachers’ experience of stress. Teaching
and Teacher Education, 11(4), 345-357.
Klem, A. M., & Connell, J. P. (2004). Relationships matter: linking teacher support to
student engagement and achievement. Journal of School Health, 74(7), 262-273. doi:
10.1111/j.1746-1561.2004.tb08283.x
Korthagen, F. A. J. (2004). In search of the essence of a good teacher: towards a more
holistic approach in teacher education. Teaching and Teacher Education, 20, 77-97.
Koustelios, A., & Koustelios, L. (1988). Relations among measures of job satisfaction, role
conflict, and role ambiguity for a sample of Greek teachers. Psychological Reports, 82(1),
131-136.
Kroeger, S. D., Leibold, C. K., & Ryan, B. (1999). Creating a sense of ownership in the IEP
process. Teaching Exceptional Children, 32(1), 4-9.
Kyriacou, C. (2001). Teacher stress: directions for future research. Educational Review, 53,
27-35. doi: 10.1080/00131910120033628
Kyrönlampi-Kylmänen, T., & Määttä, K. (2011). What do the children really think about a
day-care centre – the 5 to 7-year-old Finnish children speak out. Early Child Development
and Care, ifirst. doi: 10.1090/03004430.2011.557861
Laubach, M. (2005). Consent, informal organization and job rewards: a mixed methods
analysis. Social Forces, 83(4), 1535-1566.
Lehto, A.-M. (2006). Työpaineet ja kiirekokemukset [Work pressures and experiences of
hurry]. In A.-M. Lehto, H. Sutela & A. Miettinen (Eds.), Kaikilla mausteilla. Artikkeleita
työolotutkimuksesta [With all spices. Articles about the research on working conditions] (pp.
249-272). Helsinki: Statistics Finland.
Levi, L. et al. (2000). Stressors at the workplace: Theoretical models. Occupational
Medicine, 15, 69-106.
Lopez, S., & Agrawal, S. (2009). Teachers score higher than other professionals in wellbeing.
Retrieved June 10, 2011, from: http://www.gallup.com/poll/124778/teachers-scorehigher-
professionals.aspx
Lujala, E. (2007). Lastentarhatyö, kansanopetuksen osa ja kotikasvatuksen tuki: Toiminnan
päämäärät ja toteutuminen Pohjois-Suomessa 1800-luvun lopulta vuoteen 1938 [Work at
day care centres, the role of national education, and the support of upbringing at home: The
goals of the action and realization in northern Finland from the end of 19th century to
1938]. (Acta Universitas Ouluensis E 89.) Oulu: University of Oulu.
Luthans, F., & Youssef, C. M. (2009). Positive workplaces. In S. J. Lopez & C. R. Snyder
(Eds.), Oxford handbook of positive psychology (pp. 579-588). Oxford: Oxford University
Press.
Lyttle, R. K., & Bordin, J. (2001). Enhancing the IEP Team. Teaching Exceptional Children,
33(5), 40-45.
MacNaughton, G. (2005). Doing Foucault in education studies. Applying poststructural
ideas. Oxon: Routledge.
Manthei, R., Gilmore, A., Tuck, B., & Adair, V. (1996). Teacher stress in intermediate
schools. Educational Research, 38(1), 3-19.
Martin, N. K., & Baldwin, B. (1996). Helping beginning teachers to foster healthy classroom
management: implications for elementary school counselors. Elementary School Guidance
and Couseling, 31(2), 106-113.
Maslach, C. (1982). Burnout – The cost of caring. New York, NY: Prentice Hall Press.
McGrath, B. J., & Huntington, A. D. (2009). The health and well-being of adults working in
early childhood education. Australian Journal of Early Childhood, Sep 2007. Retrieved June
12, 2011, from:
http://findarticles.com/p/articles/mi_hb6418/is_3_32/ai_n31677337/?tag=m...
nt
McNay, L. (1992). Foucault and feminism: power, gender and the self. Boston, MA:
Northeastern University Press.
Ministry of Social Affairs and Health. (2006). Finland’s Family Policy. Helsinki: Ministry of
Social Affairs and Health. Retrieved March 12, 2011, from:
http://www.stm.fi/en/publications/publication/_julkaisu/1058023#en
Mwamwenda, T. S. (1998). Teacher experience, job security, and job satisfaction among
secondary school teachers in South Africa. Psychological Reports, 82(1), 139-142.
Mäkiranta, M., & Ylitapio-Mäntylä, O. (2011). Researching personal images and multiple
voices. The methodological questions of ethics and power. International Journal of
Education Through Art, 7(3), 221–232.
Määttä, K., & Uusiautti, S. (2011). Pedagogical love and good teacherhood. In Education,
17(2). Retrieved from: http://ineducation.ca/article/pedagogical-love-and-good-teacherhood
Nias, J. (1996). Thinking about feeling: the emotions in teaching. Cambridge Journal of
Education, 26(3), 293–306.
Noddings, N. (2005). Challenge to care in schools: an alternative approach to education.
New York, NY: Teachers College Press.
Noddings, N. (2001). The caring teacher. In V. Richardson (Ed.), Handbook of research on
teaching (pp. 99-105). Washington, DC: American Educational Research Association.
Nordisk skolbarometer [School Barometer of the Nordic Countries]. (2001). Attitydes till
skolan år 2000 [Attitudes towards school in 2000]. TemaNord 2001: 547, Nordisk
Ministerråd, Copenhagen.
Paldanius, A., & Määttä, K. (2011). What are students’ views of (loving) caring in nursing
education in Finland? International Journal of Caring Sciences, 4(2), 81-89.
Quick, J. C. (1999). Occupational health psychology: The convergence of health and clinical
psychology with public health and preventive medicine in an organizational context.
Professional Psychology: Research and Practice, 30, 123-128
Rantala. T., & Määttä, K. (2011). Ten thesis of the joy of learning at primary schools. Early
Child Development and Care, ifirst. doi: 1+.1080/03004430.2010.545124.
Rasku, A., & Kinnunen, U. (1999). Lukion opettajien työolot ja hyvinvointi. Vertaileva
tutkimus Euroopan eri maissa [Working conditions and well-being of college teachers. A
comparative research between different European countries]. (Publication of the
Department of Psychology 341.) Jyväskylä: University of Jyväskylä.
Rinne, R., Kivirauma, J., & Simola, H. (2002). Shoots of revisionist education policy or just
slow readjustmet? The Finnish case of educational reconstruction. Journal of Educational
Policy, 17(6), 643-658.
Rowe, D. E. (1987). Healthful school living: environmental health in the school. Journal of
School Health, 57, 426-431.
Räty, H., Snellman, L., Mäntysaari-Hetekorpi, H., & Vornanen, A. (1995). Vanhempien
tyytyväisyys peruskoulun toimintaan ja koulunuudistuksia koskevat asenteet [Parents’
satisfaction with the operation of comprehensive school and the attitudes towards school
reforms]. Kasvatus [Education], 26(3), 250-260.
Santavirta, N. et al. (2001). Nyt riittää. Raportti peruskoulun ja lukion opettajien
työympäristöstä, työtyytyväisyydestä ja työssä jaksamisesta [Now, it’s enough. A report
about comprehensive school and college teachers’ working environment, work satisfaction,
and coping at work]. (Publications of the Department of Education 173.) Helsinki:
University of Helsinki.
Sapon-Shevin, M. et al. (1998). Everyone here can play. Educational Leadership, 56(1), 42-
46.
Savolainen, A. (2001). Koulu työpaikkana. Työolojen itsearviointi ja kehittämistarpeet
oppilaiden ja henkilöstön näkökulmasta [School as a work place. Self-evaluation of working
conditionas and developmental needs from students’ and personnel’s point of view]. (Acta
Universitatis Tamperensis 830.) Tampere: University of Tampere.
Schaufeli, W., & Bakker, A. (2004). Job demands, job resources and their relationship with
burnout and engagement. Journal of Organizational Behavior, 25, 293-315.
Schonfeld, I. S., Rhee, J., & Xia, F. (1995). Methodological issues in occupational-stress
research: research in one occupational group and wider applications. In S. L. Sauter & L. R.
Murphy (Eds.), Organizational risk factors for job stress (pp. 323-339). Washington, D. C.:
American Psychological Association. DOI: 10.1037/10173-020
Schiffrin, H. H., & Nelson, K. Æ. S. (2010). Stressed and happy? Investigating the
relationship between happiness and perceived stress. Journal of Happiness Studies, 11, 33-
39. DOI 10.1007/s10902-008-9104-7
Seligman, M. E. P., & Peterson, C. (2003). Positive clinical psychology. In L. Aspinwall &
U. Staudinger (Eds.), A psychology of human strengths. Fundamental questions and future
directions for a positive psychology (pp. 305-317). Washington, DC: American
Psychological Association.
Seligman, M. E. P., Steen, T. A., Park, N., & Peterson, C. (2005). Positive psychology
progress. Empirical validation of interventions. American Psychologist, 60, 410-421.
Simola, H. (2002). Finnish teachers talk about their changing work. In K. Klette, I. Carlgren,
J. Rasmussen & H. Simola (Eds.), Restructuring Nordic teachers: Analysis of interviews
with Danish, Finnish, Swedish and Norwegian teachers (pp. 49-70). Oslo: University of
Oslo.
Smith, M., & Burke, S. (1992). Teacher stress: examining a model based on context,
workload, and satisfaction. Teaching & Teacher Education, 8(1), 31-46.
Sonnentag, S. (2001). Work, recovery activities, and individual well-being: A diary study.
Journal of Occupational Health Psychology, 6, 196-210.
Spence Laschinger, H. K., Finegan, J. E., Shamian, J., & Wilk, P. (2004). A longitudinal
analysis of workplace environment on work satisfaction. Journal of Organizational
Behavior, 25, 527-545.
Syrjäläinen, E. (2009). Tuottavuutta, mutta millä hinnalla? Opettajat kehittämisen kehässä
[Productivity but at what cost? Teachers in the circle of development]. In K. Kurtakko, J.
Leinonen & M. Pehkonen (Eds.), Opettajaksi kehittyminen, hyvinvointi ja oppimisen
strategiat [Developing into a Teacher, Well-being, and Learning Strategies] (pp. 140-154).
Rovaniemi: University of Lapland.
Taris, T. W. et al. (2004). Inequity, burnout and psychological withdrawal among teachers: a
dynamic exchange model. Anxiety, Stress & Coping: An International Journal, 17(1), 103-
122. doi: 10.1080/1061580031000151620
Travers, C. J. (2001). Stress in teaching: past, present and future. In J. Dunham (Ed.), Stress
in the Workplace: Past, Present and Future (pp. 130-163). London: Whurr Publishers.
Turner, N., Barling, J., & Zacharatos, A. (2002). Positive psychology at work. In C. R.
Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 715-728). Oxford:
Oxford University Press.
Turunen, T. (2008). Mistä on esiopetussuunnitelmat tehty? Esiopetuksen opetussuunnitelman
perusteiden 1996 ja 2000 diskurssianalyyttinen tutkimus [What are pre-school curricula
made of? A discourse analysis of Core curricula for pre-school education in Finland 1996
an 2000]. (Acta Universitatis Lapponiensis 135.) Rovaniemi: University of Lapland.
Uusiautti, S., & Määttä, K. (2011). What kinds of employees become awarded as Employees
of the Year in Finland? Enterprise and Work Innovation Studies, 6, 53-73.
Van Hoof, M. F., Geurts, A.A., Kompier, M. A., & Taris, T. W. (2007). Workdays, inbetween
workdays and a weekend: A diary study on effort and recovery. International
Archives of Occupational and Environmental Health, 80, 599-613.
van Horn, J. E., Schaufeli, W. B., & Enzmann, D. (1999). Teacher burnout and lack of
reciprocity. Journal of Applied Social Psychology, 29, 81-108.
Warr, P. (1990). The measurement of well-being and other aspects of mental health. Journal
of Occupational Psychology, 63, 193-210.
Widerberg, K. (2007). Embodied gender talks – The gendered discourse of tiredness. In D.
Morgan, B.Brandth & E. Kvande (Eds.), Gender, bodies and work (pp. 101-112). Cornwall:
Ashgate.
Windschildt, M. (2002). Framing constructivism in practice as the negotiation of dilemmas:
an analysis of the conceptual, pedagogical, cultural and political challenges facing teachers.
Review of Educational Research, 72(2), 131-175.
Vuorikoski, M. (2003). Opettajan yhteiskunnallinen valta ja vastuu [Teachers’ societal
power and responsibility]. In M. Vuorikoski, S. Törmä, & S. Viskari (Eds.), Opettajan
vaiettu valta [Teachers’ Unspoken Power] (pp. 17-53). Tampere: Vastapaino.
Ylitapio-Mäntylä, O. (2009a). Hoivaa, opettajuutta ja johtajuutta – Lastentarhanopettajan
liikettä päiväkodissa [Care, teacherhood, and leadership – An early education teacher’s
action in a day care center]. In H. Ojala, T. Palmu, & J. Saarinen (Eds.), Sukupuoli ja
toimijuus koulutuksessa [Gender and actorship in education] (pp. 131-153). Rovaniemi:
Lapland University Press.
Ylitapio-Mäntylä, O. (2009b). Lastentarhanopettajien jaettuja muisteluja sukupuolesta ja
vallasta kasvatuksen arjen käytännöissä [Shared stories of early education teachers: gender
and power in everyday practises]. (Acta Universitatis Lapponiensis 171.) Rovaniemi:
University of Lapland.
Ylitapio-Mäntylä, O., & Mäkiranta, M. (2010). From past to present – photo-related
memory-work and new images in educational practices. In M. Bielecka (Ed.), Tradition and
new practices in art education (pp. 119-126). Kielce: Jan Kochanowski University of
Humanities and Sciences.
Zaslow, M. J., & Marinez-Beck, I. (2006). Critical issues in early childhood professional
development. London: Paul H. Brookes Pub.