Research-Based Understanding of Teachers' Well-Being in Nordic Dialogue

The well-being of early childhood education (ECE) teachers is a critical factor influencing professional development, educational outcomes, occupational health, teacher retention, and policy formation. This study explores the multifaceted implications of teacher well-being within the Nordic context, where ECE teachers' roles are broader and more dynamic due to holistic pedagogical responsibilities. By conducting a narrative literature review of 31 empirical studies from Finland, Sweden, Norway, Iceland, and Denmark, we identify key trends and gaps in the literature. Our findings are synthesized into three overarching narratives: the systemic pressures shaping teachers' work, the interdependence of educator and child well-being, and the role of professional competence in sustaining a meaningful profession. These narratives highlight the need for targeted policies and practices to support teacher well-being, improve educational outcomes, and sustain the teaching profession. Our study underscores the importance of addressing both individual and systemic factors to enhance teacher well-being and the overall quality of early childhood education in the Nordic region.