An Ecological Momentary Assessment of Burnout, Rejuvenation Strategies, Job Satisfaction, and Quitting Intentions in Childcare Teachers

Guided by affective events theory, the purpose of this study was to examine the temporal aspects of child-care teacher burnout, particularly as to how feelings of exhaustion throughout the day relate to perceptions of end-of-day job satisfaction and quitting intentions. A secondary purpose of the study was to explore the frequency and type of rejuvenation strategies childcare teachers use to relieve perceived stress throughout the day. Ecological momentary assessment procedures were employed for 1 week to assess exhaustion levels (3 times/day), frequencies and types of rejuvenation strategies (3 times/day), and end-of-day job satisfaction perceptions and quitting intentions (1 time/day) among 50 childcare teachers. Results indicated that childcare teachers' quitting intentions were positively predicted by emotional exhaustion (beta = 0.52) and negatively predicted by overall job satisfaction (beta = -0.28). Short (<= 15 min), infrequently used (one to two times/day) physical or cognitive health reprieve strategies were reported by 86 % of teachers as the most effective for reducing daily stress. Findings suggest that daily accounts of burnout and quitting intentions have both exhaustive and restorative properties.