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99 ERC SES 08 H: Teacher wellbeing in and for professional practice
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99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Validation and Cultural Adaptation of the Burmese Flourishing Scale in Teacher Education 1: Doctoral School of Education, ELTE Eötvös Loránd University, 1053 Budapest, Hungary; Department of Educational Studies, Meiktila Education Degree College, Meiktila 05181, Myanmar; 2: Department of Education, ELTE Eötvös Loránd University, 1117 Budapest, Hungary Presenting Author:The term flourishing refers to the experience of living a fulfilling life, rooted in positive relationships, a sense of competence, and a feeling of meaning and purpose. To capture this construct, Diener et al. (2010) developed the Flourishing Scale (FS), and the questionnaire is designed to evaluate psychological and social well-being. Moreover, the emerging concept of flourishing is also examined through the integration of both hedonic (subjective well-being) and eudaimonic (psychological well-being) perspectives. This integration highlights flourishing as a state of high hedonic and eudaimonic well-being, representing a harmonious blend of feeling good and functioning effectively. In this regard, some scholars define flourishing as the idea of “living the good life” and reflect a condition where “all aspects of a person’s life are positive,” leading to comprehensive human well-being (Huppert & So, 2013; Keyes, 2002; Seligman, 2012). Its theoretical roots can be traced back to classical philosophy. Flourishing is now widely recognized as a key indicator of well-being, and its theoretical foundation is linked to Aristotle’s philosophy. Aristotle conceptualized flourishing as ‘living well’, emphasizing virtuous activity which is not limited to moral excellences but includes cognitive excellences, practical wisdom, and understanding (Aristotle, 1999; Symons & VanderWeele, 2024). This notion has significantly influenced positive psychology over recent decades, particularly in the framework proposed by Peterson and Seligman (2004), which focuses on character strengths and virtues. Similarly, Ryff (1989) articulates her approach to well-being through six dimensions: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, and self-acceptance. Building on these contributions, Keyes et al. (2002) developed a framework of flourishing based on an analysis of the European Social Survey, conceptualizing flourishing as “feeling good and functioning effectively”. Keyes (2003, 2005, 2007) further operationalized flourishing as a combination of emotional, psychological, and social well-being. Following the positive psychology paradigm, Seligman (2011) posits that flourishing arises from five pillars of the PERMA well-being model (positive emotions, engagement, relationships, meaning, and accomplishment). Huppert and So (2013) later expanded this conceptualization by linking flourishing to a broader set of attributes, including competence, emotional stability, engagement, meaning, optimism, positive emotions, positive relationships, resilience, self-esteem, and vitality. Building on this growing body of research, Diener’s flourishing concept of prosperity draws on multiple sources. It incorporates humanistic approaches, psychological needs, and earlier theories related to well-being (Diener et al., 2010). The eight-item flourishing scale (FS) combines the well-being dimensions essential to positive functioning from Ryff’s (1989) eudaimonic theory and Ryan and Deci’s (2001) self-determination theory. Overall, the major conceptualization of flourishing is rooted in the Aristotelian perspective, positive psychology paradigm, different well-being perspectives, and self-determination theory. The research aims to enhance the scientific application of the FS in Myanmar Teacher Education through translation, cultural adaptation, psychometric validation, and qualitative insights. The integration of quantitative data and qualitative insights would contribute to the holistic definitions of flourishing in the Teacher Education sector, suggesting future well-being and flourishing research nationally and internationally. Research Hypothesis 1: The instrument FS is expected to: (a) demonstrate reliability and (b) exhibit convergent and factorial validity, thereby establishing construct validity in the Myanmar education setting. Research Hypothesis 2: The FS is expected to positively correlate with SWLS and CD-RISC 25, and negatively with PHQ-4. Research Hypothesis 3: The FS measurement models exhibit an adequate fit across demographic factors, including gender, age, and the type of Education Degree College. Research Question 1: How do Myanmar student teachers conceptualize the notion of flourishing within the context of their personal and professional development? Research Question 2: What life experiences contribute to Myanmar student teachers’ flourishing during the teacher education journey? Methodology, Methods, Research Instruments or Sources Used Participants and Procedure The study utilized a cross-sectional survey research design involving 897 student teachers from seven Education Degree Colleges (EDCs) located in Upper and Lower Myanmar. Ethical approval was granted by the Ministry of Education (Permission No. 459/2025(1850)). • Sample 1 (EFA): 304 student teachers from Taungoo, Lashio, Monywa, Yankin, and Thingangyun EDCs (30.9% males, 69.1% females, with a mean age of 20.65 years (SD = 1.22; age range: 18–24) • Sample 2 (CFA): 593 student teachers from Meikhtila and Mawlamyine EDCs (29.2% males and 70.8% females, with ages ranging from 18 to 24 years, M = 20.58, SD = 1.74. Following established guidelines for cross-cultural adaptation of self-report measures, the instruments were translated into Burmese by experts in Myanmar. This adaptation process aims to ensure the suitability of the questionnaire in the Myanmar context by considering the language relevance and cultural adaptation. The translation process consists of six steps: 1. Forward translation, 2. Reconciliation or synthesis, 3. Back-translation, 4. Review and harmonization, 5. Pretesting, 6. Final version, and psychometric testing (Beaton et al., 2000; Guillemin et al., 1993) Measures The Flourishing Scale (FS) is an 8-item self-report instrument designed to evaluate an individual’s perceived success positive relationships, competence, meaning and purpose in life, optimism, and self-esteem (Diener et al., 2010). The internal consistency was high, with a Cronbach’s α of 0.823 and a McDonald’s ω of 0.823. The Satisfaction with Life Scale (SWLS), developed by Diener et al. (1985), is a 5-item self-report tool used to evaluate overall life satisfaction. The internal consistency was 0.729, and McDonald’s ω was 0.736, demonstrating good reliability in this context. The Connor-Davidson Resilience Scale (CD-RISC 25 Burmese) is a widely used self-report instrument developed by Connor and Davidson to measure psychological resilience, or the ability to cope with stress and adversity. Internal consistency α = 0.882 and McDonald’s ω = 0.883. The Patient Health Questionnaire-4 (PHQ-4) is an ultra-brief screening scale that combines two items from the PHQ-2 for depression and two items from the GAD-2 for anxiety. Cronbach’s α = 0.838 and McDonald’s ω = 0.839 for internal consistency. Two open-ended questions exploring the meanings and lived experiences of flourishing. Data Analysis • EFA was conducted using Principal Component Analysis with Promax rotation. • CFA was conducted with AMOS 23 using Maximum Likelihood Estimation. • Convergent validity was examined through correlations among FS, SWLS, CD-RISC, and PHQ-4. Qualitative data were analyzed thematically. Conclusions, Expected Outcomes or Findings Findings confirmed the single-factor structure of the Burmese FS, with satisfactory factor loadings and reliability. Measurement invariance analysis demonstrated the FS’s applicability across gender and age groups at the configural, metric, and scalar levels, though partial invariance was noted across institutional contexts. Correlations with life satisfaction, resilience, and psychological distress further supported its convergent validity. Qualitative insights revealed a culturally relevant understanding of flourishing, highlighting Professional Competence, Practicum Experience, Moral-religious Values, and Personal Growth in Teacher Education. These themes delineate the specific domains in which student teachers connect their personal well-being to social and ethical responsibility, reinforcing the notion of flourishing as the simultaneous pursuit of personal and professional excellence in the context of Teacher Education. Moreover, Myanmar student teachers conceptualized the notion of flourishing within their personal and professional development: i. Flourishing signifies living actively and meaningfully: achieving success in life, realizing positive outcomes, and maintaining physical, mental, and social well-being. ii. Flourishing involves effectively utilizing one’s strengths and abilities to fulfill professional duties while nurturing optimism and psychological resilience. iii. Flourishing means skillfully executing teaching responsibilities, deepening knowledge and experience, supporting student learning, and contributing positively to the community. iv. Flourishing includes the effective application of pedagogical skills and professional knowledge during teaching practice, successfully completing tasks, and experiencing personal satisfaction. This perspective encompasses both hedonic dimensions, such as satisfaction and happiness, and eudaimonic dimensions, including purpose, virtue, and growth, which align with the theoretical underpinnings of flourishing research. The qualitative findings offer substantial content and cultural validation for the concept of flourishing within the Teacher Education context. Overall, these findings affirmed the suitability of the Burmese FS and the value of combining quantitative and qualitative approaches when researching flourishing in non-Western contexts. References Aristotle. (1999). The Nicomachean ethics. (T. Irwin, Trans.). Hackett. Beaton, D. E., Bombardier, C., Guillemin, F., & Ferraz, M. B. (2000). Guidelines for the process of cross-cultural adaptation of self-report measures. Spine, 25(24), 3186–3191. https://doi.org/10.1097/00007632-200012150-00014 Diener, E., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of Personality Assessment, 49(1), 71–75. https://doi.org/10.1207/s15327752jpa4901_13 Diener, E., Wirtz, D., Tov, W., Kim-Prieto, C., Choi, D. W., Oishi, S., & Biswas-Diener, R. (2010). New well-being measures: Short scales to assess flourishing and positive and negative feelings. Social Indicators Research, 97, 143–156. https://doi.org/10.1007/s11205-009-9493-y Guillemin, F., Bombardier, C., & Beaton, D. (1993). Cross-cultural adaptation of health-related quality of life measures: Literature review and proposed guidelines. Journal of Clinical Epidemiology, 46(12), 1417-1432. https://doi.org/10.1016/0895-4356(93)90142-N Huppert, F. A., & So, T. T. C. (2013). Flourishing across Europe: Application of a new conceptual framework for defining well-being. Social Indicators Research, 110(3), 837–861. https://doi.org/10.1007/s11205-011-9966-7 Keyes, C. L. M. (2002). The mental health continuum: From languishing to flourishing in life. Journal of Health and Social Behavior, 43(2), 207. https://doi.org/10.2307/3090197 Keyes, C. L. M. (2003). Complete mental health: An agenda for the 21st century. In C. L. M. Keyes & J. Haidt (Eds.), Flourishing: Positive psychology and the life well-lived. (pp. 293–312). American Psychological Association. https://doi.org/10.1037/10594-013 Keyes, C. L. M. (2005). Mental illness and/or mental health? Investigating axioms of the complete State model of health. Journal of Consulting and Clinical Psychology, 73(3), 539–548. https://doi.org/10.1037/0022-006X.73.3.539 Keyes, C. L. M. (2007). Promoting and protecting mental health as flourishing: A complementary strategy for improving national mental health. American Psychologist, 62(2), 95–108. https://doi.org/10.1037/0003-066X.62.2.95 Keyes, C. L. M., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: The empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), 1007–1022. https://doi.org/10.1037/0022-3514.82.6.1007 Peterson, C., & Seligman, M. E. P. (2004). Character strengths and virtues: A handbook and classification. American Psychological Association ; Oxford University Press. Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. Journal of Personality and Social Psychology, 57(6), 1069–1081. Seligman, M. E. P. (2012). Flourish: A visionary new understanding of happiness and well-being. Simon & Schuster. Symons, X., & VanderWeele, T. (2024). Aristotelian flourishing and contemporary philosophical theories of wellbeing. Journal of Happiness Studies, 25(1–2), 26. https://doi.org/10.1007/s10902-024-00723-0 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Modelling Teacher Readiness to Support Student Mental Health and Wellbeing University of Melbourne, Australia Presenting Author:Teachers are increasingly expected to identify, respond to, and support student mental health and wellbeing. This expectation has intensified in the context of global concern about youth mental health and teacher shortages, yet teachers consistently report feeling underprepared, undersupported, and overwhelmed by these responsibilities. These pressures contribute to stress, burnout, and attrition, exacerbating the global teacher crisis and undermining efforts to create safe, inclusive, and thriving learning environments (OECD, 2020; UNESCO & International Task Force on Teachers for Education 2030, 2024). Research on mental health and wellbeing in education, teacher wellbeing, and mental health literacy has expanded rapidly. However, existing studies typically focus on isolated elements such as knowledge, confidence, attitudes, or specific programmes, rather than on a coherent, theory-informed construct of teacher readiness to support student mental health and wellbeing. The term “readiness” is often used implicitly, rarely defined, and seldom anchored in robust psychological or implementation theories. This fragmentation limits the field’s capacity to accumulate knowledge, design coherent interventions, and inform policy and teacher education. This PhD project addresses this gap by developing and testing a conceptual and measurement model of teacher readiness to support student mental health and wellbeing. The overarching aim is to articulate, operationalise, and empirically examine the key dimensions of readiness, and the relationships between teacher characteristics, contextual factors, and readiness-related outcomes. The project is structured in three phases. Phase 1 employed a systematic–narrative hybrid review to map and synthesise interdisciplinary literature on teacher roles in student mental health, drawing from education, psychology, health, and implementation science. This review identified substantial conceptual diversity in how mental health, wellbeing, and related constructs are defined, and revealed that readiness is rarely treated as a multidimensional construct. Phase 2 used a qualitative survey of 400 practising teachers across Australia to foreground teachers’ lived experiences, language, and perspectives. These data were used to refine and extend the initial conceptual model, clarify the ways in which attitudes, beliefs, and professional identity may mediate readiness, and ensure that the emerging model reflected classroom realities rather than idealised depictions of practice. Phase 3, which is the primary focus of this presentation, involves the development and validation of a quantitative survey instrument designed to operationalise the conceptual model and test its structure. The instrument integrates established measures (e.g., mental health literacy, wellbeing literacy) with newly developed scales targeting readiness-specific domains that are not currently captured in the literature. Across all phases, the project is informed by theoretical perspectives including the theory of planned behaviour (Ajzen, 1971) and organisational readiness frameworks, which provide lenses for understanding how motivation, capability, and contextual support interact to shape teacher readiness. The emerging model positions readiness as multidimensional, encompassing knowledge and skills, attitudes and beliefs, motivation and self-efficacy, interpersonal capabilities, structural and contextual enablers, emotional and personal wellbeing or capacity, professional identity, and teachers’ broader sense of self. The presentation will outline the conceptual model, detail the survey development and validation process, and report emerging psychometric results. Additionally, methodological limitations and implications for further research will be discussed. Methodology, Methods, Research Instruments or Sources Used Utilising a mixed-methods sequential exploratory design (Creswell, 2018), this PhD project comprises three interconnected phases designed to build, refine, and test a conceptual and measurement model of teacher readiness. Phase 1: Systematic–narrative hybrid review A systematic–narrative hybrid review (Turnbull et al., 2023) was conducted to synthesise the international and interdisciplinary literature on teacher readiness to support student mental health and wellbeing. This approach was selected because the topic spans multiple disciplines and methods, requiring both systematic search procedures and narrative integration. Comprehensive searches were undertaken in PsycINFO, Web of Science, Scopus, Google Scholar, and grey literature sources. The search yielded 3,144 records, of which 92 met inclusion criteria. Content analysis was used to extract and compare definitions, constructs, and theoretical underpinnings. Findings informed an initial conceptual model of teacher readiness, highlighting key dimensions and substantial conceptual inconsistencies across the field. Phase 2: Qualitative survey of practising teachers Building on Phase 1, a survey was administered to 400 practising teachers via online panel across Australian schools. Closed and open-ended questions asked respondents about factors that influence whether teachers in their school support the mental health of their students. Responses were analysed using inductive thematic analysis, supported by deductive coding based on the initial model. This phase confirmed the relevance of the core dimensions identified in the review and elucidated how they are experienced in practice. Phase 3: Survey development and psychometric testing Phase 3 (currently underway) involves constructing and validating a quantitative instrument to operationalise the readiness model. Survey development followed Churchill’s (1979) paradigm, adapted to the realities of a hybrid approach that integrates existing scales and newly developed items. For constructs with established measures (e.g., mental health literacy, wellbeing literacy), psychometrically robust scales were adopted. For readiness-specific domains without existing measures, new items were generated using a combined deductive–inductive process: deductively from theories and constructs identified in the review, and inductively from the language and themes emerging from teacher qualitative data. The instrument is being administered to a population-based sample of primary teachers across multiple Australian jurisdictions, with a target sample size sufficient to conduct exploratory and confirmatory factor analyses within a single dataset. Planned analyses include exploratory factor analysis for new scales, confirmatory factor analysis for the integrated measurement model, internal consistency and reliability, and assessments of validity. The final instrument will support structural equation modelling of hypothesised relationships between teacher characteristics, contextual factors, and readiness. Conclusions, Expected Outcomes or Findings The project’s preliminary findings indicate that, although teachers’ roles in supporting student mental health and wellbeing are widely recognised, the construct of “teacher readiness” remains under-theorised and inconsistently defined. The findings from the systematic–narrative hybrid review suggested that teacher readiness can be conceptualised as a multidimensional construct encompassing: • knowledge and skills • attitudes and beliefs • motivation and self-efficacy • interpersonal capabilities • psychological wellbeing • professional identity • structural support Phase 2 findings point to attitudes, beliefs, and professional identity as critical mediating mechanisms through which structural supports and individual characteristics translate into perceived readiness. The expectation is that quantitative testing in Phase 3 will provide psychometrically sound evidence for this multidimensional structure and clarify the strength and direction of these relationships. Preliminary findings suggest that teacher readiness is best understood as a multidimensional construct that goes beyond individual knowledge or confidence to encompass teachers’ psychological wellbeing, professional identity, relational practices, and the organisational conditions in which they work. Upon completion, this project is expected to yield a theoretically grounded, empirically validated model and measurement tool that can inform teacher selection, initial teacher education, ongoing professional learning, and whole-school mental health policy. Understanding readiness may also inform the development of fair and informative assessment practices in teacher selection and early career support, focusing on readiness as a developmental, supportable construct rather than a fixed trait. By clarifying what it means for teachers to be “ready” and how readiness can be supported, the research has the potential to enhance teacher wellbeing, reduce burnout and attrition, and improve student mental health outcomes. This presentation will outline the conceptual model, detail the survey development and validation process (including the implications for methodological limitations), and report emerging psychometric results. Further, consideration for expanding this research into European contexts will be considered. References References Ajzen, I. (1991). The theory of planned behaviour. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T Churchill, G. A., Jr. (1979). A paradigm for developing better measures of marketing constructs. Journal of Marketing Research, 16(1), 64–73. https://doi.org/10.2307/3150876 Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications. Organisation for Economic Co-operation and Development. (2020). How’s life? 2020. OECD. https://doi.org/10.1787/9870c393-en Turnbull, D., Chugh, R., & Luck, J. (2023). Systematic–narrative hybrid literature review: A strategy for integrating a concise methodology into a manuscript. Social Sciences & Humanities Open, 7(1), 100381. https://doi.org/10.1016/j.ssaho.2022.100381 United Nations Educational, Scientific and Cultural Organization & International Task Force on Teachers for Education 2030. (2024). Global report on teachers: Addressing teacher shortages and transforming the profession. UNESCO. https://doi.org/10.54675/FIGU8035 99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Paper Constructing Belonging and Moral Resilience: How Experienced ECE Teachers Sustain Their Practice. Tampere University, Finland Presenting Author:Workforce sustainability in early childhood education and care (ECE) is most often examined through the lens of turnover (Kangas et al., 2021; Sirvio et al., 2023; Ahola & Valkonen, 2024; Sirvio et al., under review). While this body of research has generated critical insights into structural pressures and workforce instability, an exclusive focus on leaving risks obscuring the experiences of ECE teachers who remain in the profession despite ongoing challenges. This article, drawing on the third sub-study of a doctoral project, shifts attention from turnover to retention by examining why experienced ECE teachers continue their professional engagement. It foregrounds the conditions and meanings that enable long-term commitment within a Finnish ECE context characterised by emotional labour, ethical complexity, and institutional constraint (Sirvio et al. 2023). The study is theoretically informed by the intersecting concepts of moral resilience and belonging. Together, these frameworks conceptualise retention as an active, relational, and institutionally mediated practice rather than a passive response to limited alternatives. Moral resilience provides a lens for understanding how teachers sustain ethical commitments over time. Moral resilience refers to the capacity to sustain or restore moral integrity in the face of ethical adversity, complexity, and distress (Rushton, 2016, 2018; Young & Rushton, 2017). For experienced ECE teachers who stay, moral resilience is not a fixed trait but a dynamic process that is continually renegotiated through everyday practice (Young & Rushton, 2017; Melasalmi et al., 2022). It involves navigating ethical tensions, emotional labour, and institutional constraints, with leadership practices playing a role in shaping the conditions under which teachers are able to maintain a sense of professional integrity (Garrett & Gibbs, 2025). Belonging further explains why some experienced teachers sustain long-term attachment to the profession. Belonging encompasses feelings of recognition, inclusion, and connection within professional, organisational, and relational contexts (Yuval-Davis, 2006, 2011). Empirical research in Finland and internationally highlights collaborative work practices, interpersonal trust, collegial relationships, supportive leadership, shared professional values, and alignment with educational philosophies as key facilitators of belonging (Hakkarainen & Kivistö, 2020; Allen et al., 2025; Melzak et al., 2025; Zhang et al., 2025). A qualitative review by Sirkko et al. (2022) further demonstrates that belonging is strengthened when staff experience trust, collaboration, and low hierarchical distance, while unclear roles and marginalisation undermine belonging and increase burnout risk. In ECE contexts, belonging is cultivated through structured induction, mentoring, and peer support (Doan, 2024). Place-based and culturally responsive approaches that recognise local contexts and validate diverse identities further enhance teachers’ sense of connection and inclusion (Chan & Ritchie, 2025). Personal experiences, cultural sensitivity, and awareness of local communities strengthen engagement and commitment (Juutinen & Kess, 2019). At the same time, structural conditions such as income adequacy, workload, and work–family conflict also shape organisational commitment and turnover intentions, underscoring that belonging is embedded within material working conditions (Li & Chen, 2025). By foregrounding retention rather than leaving, this article outlines moral resilience and belonging as conceptual lenses that may help understand workforce sustainability in ECE. The study does not assume these frameworks will fully explain teachers’ experiences; rather, they provide a way to consider the relational, ethical, and institutional factors that could influence long-term professional engagement. Future analysis of the empirical data will reveal how experienced teachers themselves describe and navigate these dynamics in practice. Methodology, Methods, Research Instruments or Sources Used This study explores experienced early childhood education (ECE) teachers’ lived experiences through a hermeneutical lens (Schwandt, 2000, p. 301), centering on narratives of retention, moral resilience, and belonging. Experienced teachers are the focus because their extended professional practice offers rich insight into the complexities of teaching, organizational life, and sustained commitment. Rather than identifying causal relationships or attributing experiences to individual traits, the study seeks to understand how teachers’ career stories are intertwined with their social, professional, and institutional realities. Participants will consist of 15 experienced ECE teachers. Each will have five to fifteen years of continuous professional experience accumulated between 2010 and 2025 and will hold a university degree in early childhood education. This ensures a diverse range of perspectives on retention, moral resilience, and sense of belonging. At the time of writing, the process of identifying and recruiting interviewees is ongoing. A qualitative narrative approach is adopted, using individual interviews combined with the journey plot method to explore factors influencing retention. The journey plot enables participants to visually and narratively represent their professional lives as a chronological journey, foregrounding the temporal, emotional, and contextual dimensions of their careers (Goodson & Sikes, 2001; Krough & Andersen, Sheridan et al., 2011; 2013; Sheridan et al., 2016; Knaflic, 2020; Young et al., 2024). This method captures both significant challenges and meaningful high points that shaped participants’ decisions to remain in the profession. Discursive institutionalism provides the analytical lens for examining how broader policy and organisational discourses are taken up, negotiated, or contested within individual career narratives (Schmidt, 2008, 2010). By integrating narrative discourse analysis with discursive institutionalism, the study conceptualises staying as a morally, relationally, and institutionally situated practice. This methodological approach ensures coherence with the study’s theoretical framework and supports a nuanced exploration of experienced Finnish ECEC teachers’ sustained professional commitment. Narrative discourse analysis (De Fina & Georgakopoulou, 2015) is employed to examine how teachers construct and interpret their career experiences. Stories are treated as discursive performances through which teachers make sense of their lives and position themselves within moral, social, and relational contexts. The analysis attends to both narrative forms, how experiences are structured and sequences, and narrative function, including identity construction, moral meaning-making, and expressions of belonging. (Riessman, 2008.) Conclusions, Expected Outcomes or Findings This paper has presented the theoretical and methodological foundations of a study exploring why experienced early childhood education and care (ECE) teachers stay in the profession within the Finnish context. Developed during the data collection phase of the third sub-study in a PhD project, the paper contributes by foregrounding a theoretically informed approach to understanding retention as an active and meaningful professional practice. Drawing on moral resilience and belonging, the study conceptualises sustained professional commitment as ethically grounded, relationally embedded, and institutionally mediated. The significance of this study lies in its shift away from attrition-dominated and deficit-oriented accounts of the ECE workforce. In Finland, children’s wellbeing, participation, and holistic development are central aims of ECE policy and practice. Experienced and committed teachers are critical to realising these aims in everyday pedagogical work. The study also contributes methodologically by combining narrative interviews with career journey lines and analysing these narratives through a discursive institutionalist lens. This approach enables connections to be made between individual career stories and broader policy and organisational discourses shaping Finnish ECE. It offers insight into how teachers interpret, negotiate, and sometimes reframe institutional expectations in ways that allow them to maintain professional integrity and a sense of belonging over time. By centring experienced teachers’ voices during the data collection phase, this study lays the groundwork for generating empirically grounded knowledge that can inform workforce sustainability discussions in Finnish ECE. Understanding staying as a moral, relational, and discursive practice has the potential to support the development of professional cultures and policy conditions that enable experienced teachers to continue to belong, contribute, and uphold children’s wellbeing at the heart of ECE. References Ahola, R., & Valkonen, S. (2024). Työhyvinvointi ja pitovoima muuttuvassa varhaiskasvatustyössä. Journal of Early Childhood Education Research, 13(3), 105-140. https://doi.org/10.58955/jecer.146503 Downey, B., Gibbs, L., Letts, W., & McLeod, S. (2025). Cultivating Collaborative Practice to Sustain and Retain Early Childhood Educators. Education Sciences, 15(11), 1451. https://doi.org/10.3390/educsci15111451 Garrett, S., & Gibbs, L. (2025). Leadership Practices That Enable and Constrain Retention in Early Childhood Education and Care Settings in Australia. Education Sciences, 15(2), 185. https://doi.org/10.3390/educsci15020185 Kangas, J., Ukkonen-Mikkola, T., Sirvio, K., Hjelt, H., & Fonsén, E. (2022). ” Kun aika ja resurssit eivät riitä tekemään työtä niin hyvin kuin osaisi ja haluaisi sitä tehdä”: Varhaiskasvatuksen opettajien käsityksiä työn haasteista ja mahdollisuuksista. Kasvatus & Aika, 16(2), 72-89. https://doi.org/10.33350/ ka.109089 Melasalmi, A., Hurme, T. R., & Ruokonen, I. (2022). Purposeful and ethical early childhood teacher: the underlying values guiding Finnish early childhood education. ECNU Review of Education, 5(4), 601-623. https://doi.org/10.3389/feduc.2023.1102901 Riessman, C. K. (2008). Narrative methods for the human sciences. Sage. Schaack, D. D., Donovan, C. V., Adejumo, T., & Ortega, M. (2022). To stay or to leave: Factors shaping early childhood teachers’ turnover and retention decisions. Journal of Research in Childhood Education, 36(2), 327-345. https://doi.org/10.1080/02568543.2021.1955779 Schmidt, V. A. (2008). Discursive institutionalism: The explanatory power of ideas and discourse. Annual Review of Political Science, 11, 303–326. https://doi.org/10.1146/annurev.polisci.11.060606.135342 Schmidt, V. A. (2010). Taking ideas and discourse seriously: Explaining change through discursive institutionalism as the fourth ‘new institutionalism’. European Political Science Review, 2(1), 1–25. https://doi.org/10.1017/S175577390999021X Sirvio, K., Ukkonen-Mikkola, T., Kangas, J., Hjelt, H., & Fonsén, E. (2023). “Äänestin jaloillani!” Ammatin vaihtaneiden varhaiskasvatuksen opettajien näkökulmia työn ja toimintakulttuuriin muutokseen. Työelämän tutkimus, 21(1), 84-108. https://doi.org/10.37455/tt.111478 Young, P. D., & Rushton, C. H. (2017). A concept analysis of moral resilience. Nursing Outlook, 65(5), 579-587. https://doi.org/10.1016/j.outlook.2017.03.009 Yuval-Davis, N. (2006). Belonging and the politics of belonging. Patterns of prejudice, 40(3), 197-214. Yuval-Davis, N. (2011). The politics of belonging: Intersectional contestations. Sage. | ||