This study explored the degree to which infant-toddler child-care teachers were involved in their caregiving tasks, the nature of their job condition, and the relationships among caregiving involvement, SES variables (e.g., age, income, education, and work hours), and job condition including job satisfaction, burnout, and quitting behavior. Forty-one teachers from 10 daycare centers in small towns of the Southwest participated in the study. Results indicate that there was a high level of caregiving involvement and job satisfaction among the teachers. However, most teachers were dissatisfied with their current income levels, showed a moderate level of burnout, and yet did not express their intention to quit their present job. Correlation analyses reveal that teachers’ job satisfaction was positively related to their interaction with children and colleagues, resources, and training but negatively correlated to burnout and quitting behavior. Teachers’ burnout and quitting behavior were negatively correlated to their interaction with children and colleagues, resources, training, and income. While the desire to work with children had a significant impact on teachers’ job satisfaction and burnout, income and level of collegiality significantly predicted their quitting behavior. 1. Introduction Although research reports on the impact of daycare programs on children’s early development and education are available, little research has been done on the experiences and characteristics of infant-toddler child-care teachers, particularly those residing in small urban communities in developed societies. The present study is designed to explore daycare teachers’ work environment in rural towns of the United States. Modern economic and social conditions have made center-based daycare services essential in the lives of many Americans [1–3]. The commercial daycare sector has evolved to provide care for children whose mothers work outside the home and to create jobs for a number of people, mainly, women who work as child-care teachers and/or caregivers. In 1863, the first commercial daycare center in the United States was opened for the children of mothers who were employed by hospitals and for the children whose mothers made clothing for Civil War soldiers [4, 5]. Although the Lanham Act of 1941 considerably involved the federal government in financially supporting daycare programs in the country, government funding was reduced substantially in the 1960s, especially when compared to private sector funding. This trend has continued and has negatively affected the quality
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