Abstract The intersection of economic conditions and early years education has long been debated, particularly where financial constraints shape educational practice and professional realities. Türkiye, characterised by high inflation and structural vulnerabilities in purchasing power parity, provides a critical context for examining how economic shifts shape teachers' experiences. This phenomenological study explores early childhood teachers' experiences of economic instability and its influence on teaching practices and broader professional lives. Drawing on in‐depth interviews with 12 teachers in Istanbul, the study reveals how they navigate ongoing economic pressures, highlighting the challenges encountered and the strategies employed to sustain their work. The findings indicate a profound sense of teacher burnout (1), often exacerbated by challenges to personal stability (2). A recurring theme of nostalgia (3) emerged, as teachers contrasted current conditions with more favourable past working environments. Many educators also described a moral dilemma (4), struggling to reconcile their own financial hardship with their professional responsibility to provide high‐quality education and emotional support for children. In response, teachers adopt various adaptation strategies, including out‐of‐pocket teaching (5), compensatory teaching strategies (6) and self‐funded professional development (7). Despite persistent economic strain, participants also draw strength from subjective well‐being (8) and their passion for children (9), demonstrating resilience and sustained professional commitment. By foregrounding teachers' lived experiences, this study shows that the challenges facing early years education under economic instability cannot be reduced to salary‐related concerns alone and offers insights for more sustainable and equitable policy responses.
Aydın et al. (Wed,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: