Understanding how stress impacts power dynamics between OCTs and RECEs in kindergarten classrooms

Registered early childhood educators (RECEs) and Ontario certified teachers (OCTs) work together in kindergarten classrooms to support the needs of children between the ages of three and six. This study aimed to understand how stressors impacted power dynamics between OCTs and RECEs working in an educator team. Using a mixed-methods approach, an online demographic survey using Google Forms was administered using Facebook groups and LinkedIn. Eighty-six participants responded to the survey, forty-nine RECEs and thirty-seven OCTs. Participants’ responses were reviewed, and ten participants were recruited to engage in the online focus group meetings over Google Meets. Findings revealed that OCTs and RECEs found it beneficial to be working in an educator team, as it supported their collaboration. However, results also indicated that educators working in these teams experienced imposed barriers from the schools they worked in, which contributed to their work-related stressors and power dynamics. The imposed barriers enabled educators to also discuss and understand their own evolving identities while working in school boards across Ontario.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2025

Author dc:creator

• Hassan, Sara

Advisor dc:contributor.advisor

• Jacobs, Brenda

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/2046

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/2046