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<p>Internationally, concerns with recruiting and retaining high-quality early years professionals are commonplace. The early years sector in Ireland is no exception. Research indicates that professional development (PD) can support not only quality implementation of effective teaching practices, but also self-efficacy and workplace engagement (Peleman et al. Continuous professional development and ECEC quality: Findings from a European systematic literature review. European Journal of Education, 53(1), 9–22, 2018; Rombaoa Tanaka et al. Improving early care and education professionals’ teaching self-efficacy and well-being: A mixed methods exploratory study. Early Education and Development, 31(7), 1089–1111, 2020). This survey study gathered information from the Irish early years workforce regarding access and use of PD resources, as well as self-efficacy and workplace engagement. The results indicate multiple types of PD are being accessed by respondents, and access to more types of PD was significantly related to increased self-efficacy. Accessing number of different types of PD was significantly different across early years leadership and direct service staff.</p>

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The Irish Early Years Workforce: Professional Development, Self-Efficacy, and Engagement

  • 期刊论文

  • 发表日期：

    2026年2月2日

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  • Ragan H. McLeod

摘要

Internationally, concerns with recruiting and retaining high-quality early years professionals are commonplace. The early years sector in Ireland is no exception. Research indicates that professional development (PD) can support not only quality implementation of effective teaching practices, but also self-efficacy and workplace engagement (Peleman et al. Continuous professional development and ECEC quality: Findings from a European systematic literature review. European Journal of Education, 53(1), 9–22, 2018; Rombaoa Tanaka et al. Improving early care and education professionals’ teaching self-efficacy and well-being: A mixed methods exploratory study. Early Education and Development, 31(7), 1089–1111, 2020). This survey study gathered information from the Irish early years workforce regarding access and use of PD resources, as well as self-efficacy and workplace engagement. The results indicate multiple types of PD are being accessed by respondents, and access to more types of PD was significantly related to increased self-efficacy. Accessing number of different types of PD was significantly different across early years leadership and direct service staff.