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Text Messaging to Increase Job Satisfaction Among Early Childhood Educators
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, Johns Hopkins University, United States ; , Indiana Wesleyan University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, United States ISBN 978-1-939797-35-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

Overall, this project explored using evidence-based approaches to improve early childhood education. The project used text messaging to send weekly ninety second videos, follow up messages, and follow-up questions to create and foster communities of practice, provide professional development, and used growth mindset and social belonging video interventions to increase the job satisfaction of early childhood educators and reduce their stress. The project used a quasi-experimental design and used mobile devices to deliver the intervention. Results suggest that participants felt less stress and more job satisfaction at the end of the intervention, and that engagement with the intervention could explain a significant portion of the variance in stress and job satisfaction. These results suggest that these types of interventions could be successful in improving the lives of early childhood educators.

Citation

Devers, C. & Devers, E. (2018). Text Messaging to Increase Job Satisfaction Among Early Childhood Educators. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1168-1171). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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