Annex C. List of tables available on line
The following tables are available in electronic form only:
Chapter 2. Staff education, training and skills development in early childhood education and care | |
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Table C.2.1. | Staff pre-service education or training to work specifically with children, by role and experience |
Table C.2.2. | Content of staff pre-service education or training focused on working with children, by role, experience and practical training component |
Table C.2.3. | Breadth of staff pre-service education or training focused on working with children, by educational attainment and practical training component |
Table C.2.4. | Staff participation in recent in-service training activities, by role and experience |
Table C.2.5. | Availability and format of staff induction activities at their ECEC centres |
Table C.2.6. | Content of staff recent in-service training activities, by role and experience |
Table C.2.7. | Frequency of staff engagement in professional collaborative practices |
Table C.2.8. | Staff engagement in professional collaborative practices, by role and experience |
Table C.2.9. | Breadth and alignment of staff education and training, by role and experience |
Table C.2.10. | Alignment of thematic areas between staff pre-service and recent in-service training, by area of training |
Table C.2.11. | Characteristics of staff without an initial preparation programme specifically to work with children and of staff not having participated in recent in-service training |
Table C.2.12. | Staff reports of a “high” need for further professional development, by role and experience |
Table C.2.13. | Staff professional development needs, by previous training |
Table C.2.14. | Association between engagement in professional collaborative practices and breadth and alignment of training |
Table C.2.15. | Staff participation in and reports of a “high” need for professional development across training areas, by level of engagement in collaborative practices |
Table C.2.16. | Staff sense of self-efficacy |
Table C.2.17. | Staff sense of self-efficacy, by role and experience |
Table C.2.18. | Association between staff sense of self-efficacy for supporting children's development and breadth and alignment of training |
Table C.2.19. | Association between staff sense of self-efficacy and prior training |
Table C.2.20. | Association between staff use of adaptive practices and breadth and alignment of training |
Table C.2.21. | Association between staff use of practices for behavioural support and breadth and alignment of training |
Table C.2.22. | Association between staff practices with children and training trajectories |
Table C.2.23. | Staff initial participation and participation in training, by characteristics of children in the ECEC centre |
Table C.2.24. | Staff training for working with a diversity of children, by characteristics of children in the ECEC centre |
Chapter 3. Working conditions and well-being of early childhood education and care staff | |
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Table C.3.1. | Staff satisfaction with salary, by staff and centre characteristics |
Table C.3.2. | Staff employment status, by staff and centre characteristics |
Table C.3.3. | Reasons for leaving the ECEC staff role |
Table C.3.4. | Reasons for leaving the ECEC staff role, by age |
Table C.3.5. | Becoming an ECEC centre leader as the most likely reason to leave the profession, by staff characteristics |
Table C.3.6. | Reasons for leaving the ECEC staff role, by role |
Table C.3.7. | Hours worked by staff working full-time, by staff and centre characteristics |
Table C.3.8. | Staff’s hours worked without children, by staff and centre characteristics |
Table C.3.9. | Staff’s time spent on tasks while not in contact with children, by role |
Table C.3.10. | Centre leaders encouraging staff to have a say in important decisions, according to staff, by staff and centre characteristics |
Table C.3.11. | Staff engagement in professional collaborative practices |
Table C.3.12. | Staff engagement in professional collaborative practices, by staff and centre characteristics |
Table C.3.13. | Staff collaborative practices, by role |
Table C.3.14. | Staff reports of needing more support from their centre leaders, by staff and centre characteristics |
Table C.3.15. | Staff’s perception of their centre’s leader, by satisfaction with leader support |
Table C.3.16. | Staff sources of stress |
Table C.3.17. | Percentage of staff indicating “too many children” is “quite a bit” or “a lot” a source of stress, by staff and centre characteristics |
Table C.3.18. | Percentage of staff indicating “a lack of resources (e.g. financial, material, staff)” is “quite a bit” or “a lot” a source of stress, by staff and centre characteristics |
Table C.3.19. | Percentage of staff indicating “too much work related to documenting children’s development” is “quite a bit” or “a lot” a source of stress, by staff and centre characteristics |
Table C.3.20. | Percentage of staff indicating “too much administrative work” is “quite a bit” or “a lot” a source of stress, by staff and centre characteristics |
Table C.3.21. | Staff overall job satisfaction |
Table C.3.22. | Staff overall job satisfaction, by staff and centre characteristics |
Table C.3.23. | Staff enjoy working at this ECEC centre |
Table C.3.24. | Staff sense of self-efficacy ranked |
Table C.3.25. | Staff feel valued by society, by staff and centre characteristics |
Table C.3.26. | Staff feel valued by parents or guardians, by staff and centre characteristics |
Table C.3.27. | Drivers of “too many children in the group” as a source of stress |
Table C.3.28. | Drivers of “accommodating children with special needs” as a source of stress |
Table C.3.29. | Drivers of “having too much work related to documenting children’s development” as a source of stress |
Table C.3.30. | Drivers of “having too much administrative work to do” as a source of stress |
Table C.3.31. | “Resolving health-related issues” as the most likely reason to leave the profession, by level and source of stress |
Table C.3.32. | Choosing again to be an ECEC staff, by level and source of stress |
Table C.3.33. | Association between staff use of adaptive practices and staff sense of self-efficacy for supporting children's development |
Table C.3.34. | Association between staff use of practices to engage parents and guardians and staff feeling valued by parents |
Table C.3.35. | Hours worked by staff working full-time, by characteristics of the children in the ECEC centre |
Table C.3.36. | Staff satisfaction with salary, by characteristics of the children in the ECEC centre |
Table C.3.37. | Staff reports of needing more support from their centre leaders, by characteristics of the children in the ECEC centre |
Table C.3.38. | Staff stress due to lack of resources, by characteristics of the children in the ECEC centre |
Table C.3.39. | Percentage of time staff spent working with children, by characteristics of the children in the ECEC centre |
Table C.3.40. | Hours worked by staff working full-time, by levels of resources and neighbourhood safety |
Table C.3.41. | Staff satisfaction with salary, by levels of resources and neighbourhood safety |
Table C.3.42. | Staff reports of needing more support from their centre leaders, by levels of resources and neighbourhood safety |
Table C.3.43. | Staff stress due to lack of resources, by levels of resources and neighbourhood safety |
Table C.3.44. | Percentage of time staff spent working with children, by levels of resources and neighbourhood safety |
Chapter 4. Leadership and management in early childhood education and care centres | |
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Table C.4.1. | Level of autonomy of ECEC centres for tasks related to resources and pedagogy |
Table C.4.2. | Scope of autonomy for ECEC centres for resources and pedagogy |
Table C.4.3. | Centre leader responsibilities for different decisions, by centre management |
Table C.4.4. | Centre leaders’ dissatisfaction with their level of influence over the hiring of staff in ECEC centres, by centre management |
Table C.4.5. | Centre leaders’ working time at the centre, by centre characteristics |
Table C.4.6. | Distribution of leaders’ time in ECEC centres across leadership functions |
Table C.4.7. | Centre leaders’ time spent on interactions with children, by centre size |
Table C.4.8. | Average proportion of time centre leaders report spending on administrative leadership, by centre and leader characteristics |
Table C.4.9. | Association between autonomy of ECEC centres and centre leaders’ time spent on administrative leadership |
Table C.4.10. | Administration as a source of stress for centre leaders |
Table C.4.11. | Staff perceptions of centre leaders’ human resource management tasks |
Table C.4.12. | Staff perceptions of centre leaders’ human resource management tasks, by centre characteristics |
Table C.4.13. | Frequency of ECEC centre-level activities related to working with other child- and family-oriented services |
Table C.4.14. | Community engagement activities of ECEC centres |
Table C.4.15. | ECEC centre work with the local neighbourhood, by centre and leader characteristics |
Table C.4.16. | Average proportion of time centre leaders report spending on pedagogical leadership, by centre and leader characteristics |
Table C.4.17. | Centre leaders’ engagement in different pedagogical leadership activities |
Table C.4.18. | Centre leaders’ engagement in pedagogical leadership, by centre and leader characteristics |
Table C.4.19. | Association between level and scope of autonomy of ECEC centres and centre leaders’ engagement in pedagogical leadership |
Table C.4.20. | Association between frequency of inspection of ECEC centre process quality and leader engagement in pedagogical leadership |
Table C.4.21. | Centre leader responsibilities for planning professional development activities for staff, by centre management |
Table C.4.22. | Staff’s perceptions of centre leaders’ pedagogical leadership |
Table C.4.23. | Association between staff and centre leader perceptions of ECEC centre goals and vision |
Table C.4.24. | Association between staff perception of different pedagogical leadership tasks and leaders' engagement in pedagogical leadership |
Table C.4.25. | Frequency of ECEC centres’ communication with parents or guardians |
Table C.4.26. | Centre leaders’ perceptions of distributed leadership |
Table C.4.27. | Staff and centre leaders’ reports about the extent to which leadership is distributed in the ECEC centre |
Table C.4.28. | Staff perceptions of distributed leadership, by leader characteristics |
Table C.4.29. | Association between leaders' engagement in pedagogical leadership and staff and leader perceptions of distributed leadership |
Table C.4.30. | Staff and centre leader perceptions of distributed leadership, by centre leader support for pedagogical learning |
Table C.4.31. | Association between staff perceptions of pedagogical leadership and staff engagement in professional collaborative practices in ECEC centres |
Table C.4.32. | Association between staff and centre leader perceptions of distributed leadership and staff engagement in professional collaborative practices in ECEC centres |
Table C.4.33. | Association between staff and centre leader perceptions of distributed leadership and indicators of staff job satisfaction in ECEC |
Table C.4.34. | Association between staff sense of self-efficacy for supporting children's development and staff perceptions of pedagogical leadership |
Table C.4.35. | Association between staff sense of self-efficacy and staff perceptions of pedagogical leadership |
Table C.4.36. | Association between staff use of practices with children and staff and leader perceptions of pedagogical leadership |
Table C.4.37. | Association between staff use of practices to engage parents and guardians and staff perceptions of pedagogical leadership |
Table C.4.38. | Centre leader reports of a “high” need for professional development across different areas |
Table C.4.39. | Barriers to centre leaders’ participation in professional development |
Table C.4.40. | Centre leader participation in professional development activities, by experience |
Table C.4.41. | Centre leaders’ engagement in pedagogical leadership, by participation in different modes of professional development |
Table C.4.42. | Centre leaders’ job satisfaction |
Table C.4.43. | Centre leader reports of needing support from authorities |
Table C.4.44. | Average proportion of time centre leaders report spending on administrative leadership, by levels of resources and neighbourhood safety |
Table C.4.45. | Staff perceptions of pedagogical leadership, by levels of resources and neighbourhood safety |
Table C.4.46. | Staff perceptions of pedagogical leadership, by characteristics of the children in the ECEC centre |
Table C.4.47. | Frequency of informal communication with parents or guardians, by characteristics of the children in the ECEC centre |
Table C.4.48. | Frequency of formal communication with parents or guardians, by characteristics of the children in the ECEC centre |
Table C.4.49. | Frequency of informal communication with parents or guardians, by levels of resources and neighbourhood safety |
Table C.4.50. | Centre leader reports of needing support from authorities, by level of resources and neighbourhood safety |
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