Holistic occupational well-being of Chinese early childhood educators in professional learning communities

Professional Learning Communities (PLCs) hold significant potential in promoting the occupational well-being (OWB) of early childhood educators. However, comprehensive insights into early childhood teachers’ OWB experiences within PLCs, particularly within the Chinese context, remain underexplored. This study aims to investigate their OWB experiences within PLCs by employing a holistic conceptualisation of OWB alongside the Space of Well-being Theory (SoWT). The interview method includes 4 focus groups with 16 teachers and 9 one-on-one interviews featuring 2 principals and 7 teachers, reflecting diverse demographic characteristics. Seven perceived themes within PLCs that shape early childhood teachers’ OWB have been identified: Collegial support, unity of purpose, collaborative leadership, relationships, holistic professional development, recognition of teachers as agents, and supportive services. These seven themes were then integrated into three ideal-type PLCs: the Autonomous PLC, the Structured PLC, and the Sustainable PLC. These three ideal-type PLCs, viewed as assemblages of individual, relational and community practices, have the potential to enhance teachers’ holistic OWB. Additionally, each type has its unique dynamics that bring both challenges and opportunities. This study suggests a comprehensive and dynamic PLC framework should be proposed to holistically shape teachers’ OWB situated in their contexts.