Burnout and Work Engagement in Early Childhood Teachers: A Global Scoping Review of Risk and Protective Factors

The increase in absenteeism and turnover among early childhood and care education teachers is an emerging concern impacting educational quality. To maintain a high-quality educational system, it is important to identify the variables that put the well-being of these teachers at risk. This scoping review examines the variables that influence burnout and work engagement among these professionals. The study analyzed research from eight databases following the PRISMA-ScR guidelines. A total of 72 articles were included and critically appraised using the Joanna Briggs Institute checklists. Research Findings: The results reveal the following risk variables: heavy workloads, challenging student behaviors, strained relationships with families, and work-family conflicts. In contrast, protective factors include support from management and colleagues, a positive school climate, and teacher training in mindfulness and emotional intelligence. Reducing burnout and increasing work engagement lead to improvements in teacher performance, satisfaction, and retention, while also minimizing absenteeism. These improvements foster healthy school relationships and effective interactions with students. Practice or Policy: Priority research areas are identified. Additionally, recommendations are provided to assist teachers, families, educational institutions, and policymakers in addressing current challenges. These recommendations aim to foster healthy environments that promote teacher well-being and have the potential to improve educational quality.