Building a stable childcare workforce: Workplace experiences, satisfaction, and retention among educators

As governments expand access to childcare, many jurisdictions face persistent challenges attracting and retaining qualified educators, raising concerns about workforce sustainability. Although childcare workforce shortages have received significant scholarly attention, little research has examined whether job satisfaction and retention experiences differ between Registered Early Childhood Educators (RECEs) and non-RECE educators in Ontario. This distinction is important because RECEs are subject to professional registration requirements unique to Ontario, and provincial legislation mandates that a minimum proportion of childcare staff hold RECE qualifications. This study explored the differences in job satisfaction and retention intentions between RECE and non-RECE educators and examined how educators made meaning of their workplace experiences. Findings from 32 survey responses and 5 interviews revealed several tensions shaping educators’ experiences, including professional commitment versus personal sacrifice, collaborative practice versus credential-based recognition, workplace harmony versus disagreement, and tensions related to shared spaces and professional legitimacy. While many participants demonstrated a strong commitment to children, families, and the early learning profession, they also described experiences that undermined their sense of recognition, belonging, and long-term sustainability in the sector. The significance of these findings lies in their contribution to understanding retention as being shaped by how educators make meaning of their work experiences and whether they can envision a sustainable future within the sector. Positive workplace experiences may encourage non-RECEs to remain in the field and pursue further education. As such, non-RECEs represent more than a temporary staffing solution; they also represent a potential pipeline into RECE qualification upgrading programs.