Early Childhood Teachers’ Lives in Context: Implications for Professional Development in Under‐Resourced Areas

This study explores the personal, professional, and contextual conditions faced by early childhood education ( ECE ) teachers in under‐resourced settings and how these relate to teacher responsiveness to professional development ( PD ): namely, teacher attrition (a sign of PD failure when occurring shortly after PD ), take‐up of offered PD , adherence to PD training/materials, and quality of implementation. We use data from six disadvantaged...