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Across Australian long day care centres, thousands of early childhood (EC) educators face enduring challenges adversely impacting their pay, conditions, and workplace retention. Despite such challenges, significant numbers of EC educators continue to work in their roles over the long-term. Data was collected from 18 study participants and viewed through a professional identity framework comprising the dimensions of continuity, belonging and attachment, status and esteem, and mastery. The analysis shed light on the reasons underlying EC educator decisions to continue working in long day care centres within the broader context of historical and current policy approaches

Professional Identity: Shaping Attraction, Retention, and Training Intentions in Early Childhood Education and Care