Examining the effects of an intervention program on early childhood teachers’ sense of wellbeing and burnout

Early Childhood Education and Care (ECEC) teachers face many challenges that can evoke burnout and impact on their wellbeing. This study examines the effects of a 1 year intervention program that integrated aspects of Positive Psychology and the School-Wide Positive Behavior Support (SWPBS) on ECEC teachers’ wellbeing and burnout. Participants included 188 ECEC teachers from 53 ECEC settings in Greece and Cyprus. Path analysis was conducted to explore direct or indirect effects of the intervention on teachers’ wellbeing and burnout emotions. Mediation analysis explored whether the SWPBS approach functioned as a protective factor by supporting teachers’ emotional resources. The findings showed that the intervention program had a direct effect on personal accomplishment in both countries. In Cyprus, depersonalization decreased and well-being improved; in Greece, well-being was indirectly boosted via personal accomplishment. These cross-country differences highlight the importance of context-sensitive policies that support teacher wellbeing through targeted professional development.