Retaining great educators in 2026 is one of the most urgent challenges facing the early childhood education and care sector. With rising burnout, workforce shortages, and changing expectations, service leaders must move beyond short-term fixes and adopt evidence-based retention strategies that genuinely support educators to stay and thrive.
Retaining passionate and capable early childhood educators is one of the most pressing workforce challenges in the Early Childhood Education and Care (ECEC) sector.
This guide presents practical strategies backed by recent peer-reviewed research (2019–2024) to help services attract, support, and retain top-tier educators.
Why does retention matter?
High staff turnover negatively impacts children’s development, educator wellbeing, and service quality. Stability among educators is linked to improved child outcomes and greater team cohesion (Thorpe et al., 2020). Moreover, the cost of replacing an educator—including recruitment, onboarding, and lost productivity—is estimated to exceed $9,000 per position (Irvine et al., 2021).
Retention is not just about offering higher wages—though remuneration remains a factor—it’s about creating environments where educators feel valued, supported, and connected to their professional purpose.
What retaining great educators in 2026 really requires: Key Drivers of Retention
When retaining great educators in 2026, leadership quality, workload sustainability, and professional respect matter far more than reactive incentives.
Recent literature identifies several critical drivers of retention:
- Professional Identity
- Autonomy
- Workplace culture
- Leadership
- Supportive work conditions
- Fear
- Career pathways
- Professional development opportunities
- Emotional/Mental Well-being
Sims et al. (2022) highlight that early childhood educators are more likely to stay in roles where they are treated as professionals, have autonomy over their teaching decisions, and are given trust to use their expertise. A lack of professional identity often leads to demotivation and attrition.
Leadership plays a crucial role in shaping workplace culture. Logan et al. (2019) found that centres with emotionally intelligent, approachable leaders reported significantly lower turnover rates. Supportive leadership fosters open communication, reduces stress, and creates a strong sense of belonging.
Noble et al. (2020) emphasise the importance of manageable workloads and adequate planning time. Educators who feel constantly under pressure to meet regulatory expectations without proper support are more likely to leave the role or sector entirely.
Access to career progression pathways and meaningful professional learning opportunities also supports retention (Boyd, 2021). When educators can envision a future within their service, they are more likely to stay.
A culture of recognition and belonging
Educators and Teachers who feel recognised and part of a collaborative team are significantly more likely to remain in their roles (Sims et al., 2022).
A strong culture of belonging starts with regular, sincere appreciation. Recognition can be formal, such as monthly awards or public acknowledgment during staff meetings, or informal—like a thank-you note or a shout-out during morning huddles. And best yet – it will not cost you a single cent!
Beyond recognition, belonging is cultivated through shared decision-making. Giving educators input into programming, resource purchases, and policy development empowers them and fosters ownership of their work.
Mentorship also plays a vital role. Pairing new staff with experienced mentors fosters professional connections and accelerates integration. Logan et al. (2019) found that mentorship programs improved retention by up to 18% within the first 12 months.
Other strategies that help retain great educators long term:
Promoting emotional resilience
Burnout is a major contributor to attrition, particularly post-pandemic. The ECEC workforce has shown high levels of emotional exhaustion, stemming from emotional labour, under-recognition, and stress.
Structured well-being programs are increasingly being adopted. These include:
- Paid mental health days are separate from sick leave
- Weekly mindfulness or reflection circles
- External wellness workshops or subsidies for therapy
- Employee Assistance Programs (EAPs)
McFarland et al. (2023) found that services with a comprehensive well-being policy experienced up to 30% lower turnover. Emotional resilience training has also been shown to equip educators to manage stress and prevent long-term burnout.
Creating a psychologically safe space where educators can express concerns without fear of reprisal is essential. Leaders must model empathy and create regular forums for staff to share their emotional needs.
Career progression / lifelong learning
Retention improves when educators see a future within their service. Educators are more likely to stay when they have clear career goals, access to professional development, and recognition for their growth.
Strategies include:
- Defined pathways (e.g., Assistant → Lead Educator → Educational Leader)
- Paid training leave and subsidised further education
- Study support through time-in-lieu or flexible rostering
- Hosting workshops or inviting guest experts to build knowledge internally
Boyd (2021) highlights that educators who participate in at least one significant professional learning event per term are 40% more likely to remain in their position over two years. Importantly, this development must be linked to their interests and career goals, not simply compliance.
Embedding reflective practice as a regular habit also supports lifelong learning. Services that implement inquiry-based team reflection sessions report greater collaboration and satisfaction among educators.
Generation Alpha
Generation Alpha (born 2010–2025) will begin entering the ECEC workforce in the 2030s. However, their influence is already visible through the expectations they place on their caregivers—Millennials and Gen Z and may have a significant impact on retaining Great Educators in 2026.
Traits and expectations typical of Generation Alpha may include:
- Deep connection to technology and digital communication
- Expectation of flexible, personalised learning and working conditions
- Prioritise mental wellbeing, social impact, and meaningful work
- Have grown up in diverse, inclusive environments and expect the same in their workplace
Johnson (2022) notes that Gen Alpha will expect work-life integration, ethical leadership, and adaptive learning opportunities. They are likely to challenge top-down leadership models in favour of collaborative teams.
To help Management prepare, considerations may include:
- Invest in digital transformation: tools like digital programming software and internal social platforms.
- Build strong internal cultures that value diversity and inclusion.
- Introduce flexible staffing models (e.g., hybrid administration roles).
- Create clear values-based branding that resonates with younger, mission-driven educators.
While they may not be in the workforce yet, shaping a centre culture that aligns with their values will attract and retain Gen Z educators—who are already mentoring the next generation.
The link here contains an insightful article about Generation Alpha and the workforce. The link here contains information on our blog post how to manage Gen Z employees.
Practical retention framework for services
A structured retention framework supports sustainable workforce planning when it comes to retaining great Educators in 2026. The following four-pillar model synthesises evidence-based strategies into a practical action plan for centre leaders:
- **Value** – Recognise, reward, and celebrate achievements through both formal and informal means. Use digital and physical spaces to promote gratitude and visibility of effort.
- **Support** – Provide comprehensive wellbeing programs, access to professional counselling, flexible work conditions, and a psychologically safe culture. If you can not manage this, personally appoint someone who can and make sure sufficient time is allocated for them to work on it each week!
- **Grow** – Create a culture of learning by embedding reflective practice, offering scholarships, mentoring pathways, and tailored PD programs.
- **Lead** – Ensure leadership is values-driven, transparent, and participatory. Equip Educational Leaders with people-management training.
Services that implement this model in their Quality Improvement Plan (QIP) have reported higher staff satisfaction and lower year-on-year turnover (Sims et al., 2022).
Future-Proofing
Workforce planning is no longer a luxury—it is a necessity. Proactive leaders anticipate staffing challenges and embed sustainable solutions into day-to-day practice.
Key strategies include:
- Analysing trends in staff turnover and exit interviews to forecast future gaps
- Developing talent pipelines through partnerships with RTOs and TAFEs
- Offering traineeships and pathways for diploma-to-degree transitions
- Planning succession for leadership roles, especially in regional/rural settings
Irvine et al. (2021) found that services that embed workforce planning strategies are more likely to attract a diverse and committed team. Annual workforce planning reviews should be integrated into strategic planning cycles and aligned with the service philosophy and goals.
Technology also plays a key role. Applicant tracking systems (ATS) can help services maintain an active talent pool and reduce time-to-hire. Centres that embrace innovative hiring tools position themselves as forward-thinking employers.
At EYT, we play a pivotal role in supporting educators throughout their careers, which in turn correlates with long-term retention.
Ultimately, retaining great educators in 2026 depends on whether services are willing to invest in culture, leadership, and long-term workforce planning rather than short-term recruitment solutions.
References
Boyd, W. (2021). ‘Career progression and motivation in early childhood education: A pathway to retention’. Australasian Journal of Early Childhood, 46(2), pp. 120–132.
Irvine, S., Farrell, A., & Blank, M. (2021). ‘Strengthening the ECEC workforce: The role of workforce planning’. Contemporary Issues in Early Childhood, 22(3), pp. 276–290.
Johnson, M. (2022). ‘Generation Alpha: Implications for the early childhood workforce’. Early Years, 42(1), pp. 59–73.
Logan, H., Press, F., & Sumsion, J. (2019). ‘Leadership for quality in ECEC: The impact of leadership style on educators’ retention’. Early Child Development and Care, 189(12), pp. 2021–2033.
McFarland, L., Saunders, R., & Wallace, H. (2023). ‘Resilience in early childhood educators: Strategies for retention and wellbeing’. Journal of Early Childhood Research, 21(1), pp. 45–61.
Noble, K., Hurley, P., & Macklin, S. (2020). ‘Understanding early childhood workforce challenges in Australia’. Mitchell Institute Research Paper, Victoria University.
Sims, M., Sajaniemi, N., & Mulhearn, G. (2022). ‘Retention strategies in early childhood education and care: Insights from Australia and Finland’. International Journal of Child Care and Education Policy, 16(1), pp. 1–17.
Thorpe, K., Irvine, S., & Staton, S. (2020). ‘High staff turnover in early childhood education: Why it happens and what to do’. Australasian Journal of Early Childhood, 45(4), pp. 309–318.
White, E. & Morrissey, A. (2021). ‘Emotional labour and care ethics in early childhood teaching: A barrier to workforce sustainability?’. Early Childhood Education Journal, 49(6), pp. 951–962.
Zhou, Y. & Clarke, K. (2023). ‘Retention of early childhood teachers: Understanding the importance of belonging and leadership’. Early Education and Development, 34(2), pp. 95–112