Exploring Factors of Early Childhood Education Educator Retention in Southern Indiana: A Two-Factor Theory Approach

This study examined factors influencing Early Childhood Education (ECE) educator retention in southern Indiana using Herzberg's Two-Factor Theory as a framework. A quantitative survey of 105 lead educators across 60 ECE facilities participating in the Building Blocks Regional Training Center pilot program showed significant relationships between intrinsic motivators (e.g., Work Itself, Responsibility) and extrinsic hygiene factors (e.g., Pay, Security) with educators' intentions to remain in the profession. Multiple regression analysis identified Pay as the strongest predictor (β = .395), followed by Security (β = .274), Work Itself (β = .253), and Responsibility (β = .170), collectively accounting for 74.2% of the variance in retention. Demographics associated with retention included education level (Cramer's V = .42), student age (V = .39), and years of experience (V = .35), with notably higher turnover risk among infant educators (6.9% planning to stay) than among preschool educators (62.2%). Different prediction patterns emerged across demographics, with extrinsic factors more critical for educators with lower levels of education and for teachers of infants. The results indicate that a balanced approach—addressing pay, security, and intrinsic rewards through leadership development, recognition, and professional growth—is essential to stabilize the ECE workforce, especially in rural and at-risk areas.