TECPDS Career Pathway Study

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About This Study​

TECPDS, with support from the Texas Workforce Commission, conducted this study to deepen understanding of the characteristics, roles, and professional experiences of individuals working across the early childhood sector.
This study included roles across multiple sectors that support the development and health of young children, including education, healthcare, social services, and early intervention. By examining a wide range of positions, we aim to understand the career pathways and trajectories available within this interconnected field.

Our goal is to support individuals with an interest or expertise in supporting young children to identify related career opportunities that allow them to contribute to the field. This understanding can also inform system-level and employer-driven strategies that promote workforce stability, support professional growth, and strengthen long-term impact across sectors serving young children.

A wide range of professionals participated in the survey, with preliminary findings based on 2,360 respondents. In addition, as of August 2025, 155 participants took part in in-depth interviews to provide richer, qualitative insights into their career trajectories and workplace experiences.
This page includes preliminary results from the study. These data are currently being expanded and will inform the development of new resources designed to help users explore career pathways and support workforce development efforts across the state.

In This Report

Participant Data  |  Education  |  Wages  |  Benefits  |  Employment Characteristics  |  Motivations & Perceptions  |  Retention & Attrition

Participant Data

This study engaged early childhood professionals across Texas, including both school-based and non-school-based roles. For school-based roles, we intentionally recruited a diverse and representative sample based on geographic region (using Texas’s 12 economic regions) and early learning program type (such as private child care, public schools, and Early/Head Start programs). We contacted early learning programs directly (using state databases) and indirectly (e.g., through interventionists) through email campaigns, postcard mailings, booths at regional conferences, and phone calls. For non-school based roles, we partnered with a diverse network of stakeholders (e.g., non-profit leaders, interventionists) who helped disseminate the survey across their communities and professional networks. Participants were provided gift cards for completing the survey and participating in follow-up interviews.

Occupational Categories

Respondents self-identified in one of the following occupational categories, adapting the national Power to the Profession’s framework:

Educators
Those who provide direct service to children in child care, Head Start, public schools, or similar contexts from birth through age 8 (lead teachers, assistant teachers, substitute teachers, etc.)

Pedagogical and Instructional Administrators
Those who guide the practice of early childhood educators (directors, principals, mentors, trainers, etc.); For some research questions, we looked deeper at the roles in this group that serve as school leaders—directors and principals.

Business and Operations Administrators
Those who manage the business or operations of an early learning program but do not provide instructional or pedagogical oversight (early learning program owners, enrollment specialists, operations managers, etc.)

Family and Child Health and Well-Being Professionals
Members of professions and occupations that focus on health and well-being who often work closely with early childhood educators (home visitors, psychologists, speech-language pathologists, child life specialist, etc.)

Other Roles in Early Childhood
Roles that may be within schools or private/for profit organizations (university faculty, advocates, product and curriculum developers, fundraisers, etc.)

The following section provides a detailed breakdown of survey respondents’ roles and demographics, offering insight into the composition of the workforce.

A pie chart titled, “What was the breakdown of respondents across occupational categories?" showing the distribution of 2,360 survey respondents. The largest group is Early Childhood Educators at 47.84% (1,129 respondents), followed by Pedagogical and Instructional Administrators at 27.71% (654). Business or Operations Administrators make up 10.93% (258), Family and Child Health and Well-Being professionals 7.33% (173), Former ECE professionals 2.53% (131), and Other/Unknown 0.64% (15).
A pie chart titled, “Within the early childhood educator category, what job roles did respondents have?" showing the distribution of 1,128 survey respondents. Lead Teachers represent the largest group at 59.40%, followed by Assistant Teachers at 12.59%, and Teachers/Educational Aides at 11.08%. Other roles include Other/Unknown (5.76%), Special Education Teachers (3.55%), Substitute Teachers (2.48%), Family, Friend, and Neighbor Caregivers (2.04%), Afterschool and Out-of-School Time Staff (1.24%), Nanny/Babysitter/Au Pair (1.06%), and Elective/Specials Teachers (0.80%).
A pie chart titled “Within the pedagogical and instructional administrator category, what job roles did respondents have?” displays the distribution of 654 respondents by job role. The largest segment is Director/Principal at 60.71%, followed by Coach/Mentor at 19.12%. Smaller segments include Specialists (4.13%), Education Managers (2.91%), Other/Unknown (2.60%), Trainers (1.83%), and Consultants (1.07%).
Two pie charts titled "In what early learning settings did school-based respondents work?" compare settings for School Leaders and Educators. Among 391 School Leaders, 91.82% (359) work in Child Care, 5.37% (21) in Early/Head Start, and 2.81% (11) in Public School. Among 1,076 Educators, 70.75% (761) work in Child Care, 20.24% (218) in Public School, and 9.01% (97) in Early/Head Start.
: Two pie charts compare funding sources for two occupational categories based on respondent data. The left chart shows that among 652 Pedagogical and Instructional Administrators, 51.23% are funded by For-Profit organizations, 25.15% by Non-Profits, 16.26% by Government/Public sources, 4.6% by Multiple Funding sources, and 2.76% by Other. The right chart shows that among 256 Business or Operations Administrators, 67.19% are funded by For-Profit organizations, 17.19% by Non-Profits, 7.81% by Multiple Funding sources, 5.08% by Government/Public sources, and 2.73% by Other.
Two pie charts compare funding sources for occupational categories based on respondent data. The left chart, titled "Family and Child Health and Well-Being," shows that among 173 respondents, 36.42% are funded by Non-Profit organizations, 26.01% by For-Profit, 19.65% by Government/Public sources, 16.18% by Multiple Funding sources, and 1.73% by Other. The right chart, titled "Other Roles in the Early Childhood Field," shows that among 98 respondents, 46.94% are funded by For-Profit organizations, 18.37% by Non-Profit, 18.37% by Government/Public sources, 13.27% by Multiple Funding sources, and 3.06% by Other.
Within the business and operations administrator category, what job roles did respondents have?” shows the distribution of 257 respondents by job role. Early Learning Program Owners represent the largest segment at 40.08%, followed by Operations Managers at 35.80%, Enrollment/Admissions Specialists at 13.62%, Other roles at 6.23%, and Compliance Managers at 4.28%.
A pie chart titled “Within the family and child health and well-being category, what job roles did respondents have?” presents data from 172 respondents. The largest segments are Other and Mental Health Professional, each at 17.44%, followed by Home Visitor at 12.21%, Nurse and School Counselor each at 11.05%, Children's Librarian at 10.47%, Child Life Specialist at 8.14%, Occupational/Physical/Speech Therapist and Pediatrician each at 4.65%, and Reading Specialist at 2.91%.
A pie chart titled “Within the other roles in early childhood category, what job roles did respondents have?” presents data from 98 respondents. Leadership roles make up the largest segment at 43.88%, followed by Higher Education/Faculty Instructors at 18.36%, Analyst/Data Collector/Researcher at 16.33%, Advocate at 9.18%, Product and Curriculum Development at 8.16%, and Fundraiser/Development Staff at 4.08%. The data source is the TECPDS Career Trajectory Study 2025.
A vertical bar chart titled “What was the race/ethnicity breakdown across occupational categories?” displays data from 2,304 respondents. The X-axis lists racial and ethnic groups, and the Y-axis shows percentage values from 0% to 45%. The largest group is White at 39.45%, followed by Hispanic or Latino at 31.46%, Black or African American at 22.27%, Asian at 2.43%, Multiple Races at 1.17%, American Indian or Alaska Native at 1.13%, White (duplicate entry) at 1.26%, Some Other Race at 0.39%, and Native Hawaiian or Other Pacific Islander at 0.17%. Source: TECDS Career Trajectory Study 2025.
A map of Texas divided into economic regions shows where respondents live, based on data from the TECDDS Career Trajectory Study 2025. The Gulf Coast region has the highest percentage of respondents at 27.82%, followed by the Metroplex at 22.18%, Alamo at 13.56%, Capital at 10.37%, and South Texas at 8.53%. Other regions include Upper East (4.99%), Central Texas (3.32%), High Plains (2.89%), Northwest (2.32%), Southeast (1.46%), Upper Rio Grande (1.62%), and West Texas (1.05%).

Education, Credentials, and Experience

Educational attainment, credentials awarded, and years of experience may be key determinants of career mobility and opportunity within the early childhood workforce. This section includes the highest degrees earned by respondents, the percentage of respondents who have a non-degree credential that is specific to early childhood, and length of experience in the field.

A vertical bar chart titled “Across all categories, what were the respondents' highest levels of education?” displays percentages of educational attainment across five occupational categories. For Early Childhood Educators, the most common levels are Bachelor's (26.95%) and Some College (24.56%). Pedagogical and Instructional Administrators most frequently hold Bachelor's (27.22%) and Master's degrees (21.71%). Business/Operations Administrators show similar trends to Early Childhood Educators. Family and Child Health and Well-Being respondents most commonly hold Bachelor's (35.26%) and Master's degrees (32.37%), with 13.29% holding Doctorates. Among Other Roles, Bachelor's degrees are most common at 47.42%, followed by Master's (17.53%) and Some College (14.43%). The chart includes categories from Doctoral degrees to "None of the Above" on the X-axis, with percentage values on the Y-axis. Source: TECPDS Career Trajectory Study 2025.
A vertical bar chart titled “How many of the early childhood educator respondents earned an early childhood credential (e.g., CDA or similar)?” displays credential attainment across three categories. The X-axis lists Child Care, Early/Head Start, and Public School, while the Y-axis shows percentages from 0% to 100%. Among respondents, 64.49% in Child Care, 74.35% in Early/Head Start, and 88.55% in Public School reported earning a credential. Source: TECPDS Career Trajectory Study 2025.
A vertical bar chart titled “How many of the school leader respondents earned an early childhood credential (e.g., CDA or similar)?” displays credential attainment across three categories. The X-axis lists Child Care, Early/Head Start, and Public School, while the Y-axis shows percentages ranging from 56% to 68%. Among school leaders, 60.17% in Child Care, 66.67% in Early/Head Start, and 63.44% in Public School reported earning a credential. Source: TECPDS Career Trajectory Study 2025.
: A vertical bar chart titled “What were the early childhood educator respondents’ highest levels of education?” compares educational attainment across three categories: Child Care, Early/Head Start, and Public School. The X-axis lists education levels from GED to Doctoral Degree, and the Y-axis shows percentages from 0% to 60%. Public School educators most commonly hold Bachelor's (56.86%) and Master's degrees (26.75%). Early/Head Start educators show a broader distribution, with 31.18% having Some College and 21.46% holding a High School Diploma. Child Care educators also show varied levels, with 24.14% having Some College and 23.16% holding a High School Diploma. Source: TECPDS Career Trajectory Study 2025.
A vertical bar chart titled “What were the school leader respondents’ highest levels of education?” compares educational attainment across three categories: Child Care, Early/Head Start, and Public School. The X-axis lists education levels from GED to Doctoral Degree, and the Y-axis shows percentages from 0% to 80%. Public School leaders most commonly hold Master's degrees (72%) and Bachelor's degrees (18.18%). Early/Head Start leaders show a broader distribution, with 33% holding Master's degrees and 23.81% Bachelor's degrees. Child Care leaders have more varied backgrounds, with 31.75% reporting Some College, 22.22% Bachelor's degrees, and 18.94% Associate's degrees. Source: TECPDS Career Trajectory Study 2025.
A vertical bar chart titled “How many years of experience did early childhood educator respondents have in their current role?” displays data from the TECPDS Career Trajectory Study 2025. The X-axis shows experience categories from “Less Than 1 Year” to “30+ Years,” and the Y-axis represents percentage of respondents, ranging from 0% to 30%. The highest percentage of respondents (25.86%) have 5–10 years of experience, followed by 1–3 years (20.55%) and 3–5 years (20.37%). Smaller groups include 10–20 years (15.77%), 20–30 years (8.33%), less than 1 year (5.40%), and 30+ years (3.72%).
A vertical bar chart titled “How many years of experience did pedagogical and instructional administrator respondents have in their current role?” displays data from the TECDS Career Trajectory Study 2025. The X-axis shows experience categories from “Less Than 1 Year” to “30+ Years,” and the Y-axis represents percentage of respondents, ranging from 0% to 25%. The highest percentages are in the 1–3 years (21.71%), 5–10 years (21.25%), and 3–5 years (20.95%) categories. Fewer respondents reported 10–20 years (17.74%), 20–30 years (8.10%), less than 1 year (5.35%), and 30+ years (4.89%).
: How many years of experience did business or operations administrator respondents have in their current role?” displays data from the TECDDS Career Trajectory Study 2025. The X-axis shows experience categories from “Less Than 1 Year” to “30+ Years,” and the Y-axis represents percentage of respondents, ranging from 0% to 30%. The highest percentage of respondents (28.29%) have 5–10 years of experience, followed by 10–20 years (18.22%) and 3–5 years (17.05%). Smaller groups include 1–3 years (16.28%), 20–30 years (8.53%), 30+ years (7.75%), and less than 1 year (3.88%).
A vertical bar chart titled “How many years of experience did family child health and well-being respondents have in their current role?” displays data from the TECPDS Career Trajectory Study 2025. The X-axis shows experience categories from “Less Than 1 Year” to “30+ Years,” and the Y-axis represents percentage of respondents, ranging from 0% to 45%. Most respondents have 5–10 years of experience (38.15%), followed by 3–5 years (27.75%) and 1–3 years (21.39%). Smaller groups include 10–20 years (9.25%), less than 1 year (2.89%), 20–30 years (0.58%), and none reported 30+ years.
A vertical bar chart titled “How many years of experience did other roles in early education respondents have in their current role?” displays data from the TECPDS Career Trajectory Study 2025. The X-axis shows experience categories from “Less Than 1 Year” to “30+ Years,” and the Y-axis represents percentage of respondents, ranging from 0% to 30%. The highest percentage of respondents (27.55%) have 5–10 years of experience, followed by 3–5 years (24.49%) and 1–3 years (22.45%). Smaller groups include 10–20 years (8.16%), less than 1 year (8.16%), 20–30 years (6.12%), and 30+ years (3.06%).
A grouped vertical bar chart titled “How many years of experience did early childhood educator respondents have in their current role?” displays data from the TECPDS Career Trajectory Study 2025. The X-axis shows experience categories from “Less than 1 year” to “30+ years,” and the Y-axis represents percentage of respondents, ranging from 0% to 35%. Three educator types are represented: Child Care (purple), Early/Head Start (blue), and Public School (green). The highest percentages are in the 5–10 years category: Public School (31.17%), Early/Head Start (29.91%), and Child Care (22.06%). Other notable values include Early/Head Start at 28.44% for 3–5 years, and Child Care at 21.81% for 1–3 years. Public School educators show the lowest percentage in the 30+ years category at 0.45%.
A grouped vertical bar chart titled “How many years of experience did school leader respondents have in their current role?” displays data from the TECPDS Career Trajectory Study 2025. The X-axis shows experience categories from “Less than 1 year” to “30+ years,” and the Y-axis represents percentage of respondents, ranging from 0% to 40%. Among Child Care leaders, the highest percentage is in the 5–10 years category (21.45%). Early/Head Start leaders most commonly have 1–3 years of experience (33.33%). Public School leaders show the highest percentage in the 5–10 years category (36.36%).

Wages

This section presents the annual wage data for each occupational category, as well as comparisons of annual wages between early learning settings (for educators and school leaders) and economic regions.

A horizontal bar chart titled “What did the pedagogical and instructional administrator respondents earn yearly?” displays data from the TECDS Career Trajectory Study 2025. The Y-axis lists income ranges from “Less than $10,000/yr” to “More than $100,000/yr,” and the X-axis shows the percentage of respondents. The most common income ranges are $40,001–$50,000/yr and $50,001–$60,000/yr, each with 18.94% of respondents. Other notable ranges include $30,001–$40,000/yr (15.65%), $60,001–$70,000/yr (14.4%), and $20,001–$30,000/yr and $70,001–$80,000/yr (each at 8.45%). Smaller percentages fall into higher income brackets, with only 2.82% earning more than $100,000/yr.
Horizontal bar chart titled "What did the business or operations administrator respondents earn yearly?" The Y-axis lists income ranges from "Less than $10,000/yr" to "More than $100,000/yr." The X-axis shows the percentage of respondents. The most common income range is $40,001–$50,000, with 15.66% of respondents, followed by $30,001–$40,000 at 15.26%. Mid-range incomes like $20,001–$30,000 and $60,001–$70,000 each account for 10.44%. Higher income brackets such as $80,001–$90,000 and over $100,000 show lower percentages at 8.84% and 8.43%, respectively. The lowest income ranges, under $10,000 and $10,001–$20,000, each represent 3.21% of respondents. Data source: TECPDS Career Trajectory Study 2025.
A picture of a quote saying, “When describing her time as an early learning program owner, one interviewee said, ‘If you're looking for a job where you're going to make tons of money, this is not the field for you.’”
Horizontal bar chart titled "What did the family child health and well-being respondents earn yearly?" The Y-axis lists income ranges from "Less than $10,000/yr" to "More than $100,000/yr." The X-axis shows the percentage of respondents, ranging from 0% to 25%. The highest percentage of respondents, 21.39%, earn between $50,001 and $60,000 annually. Other notable income brackets include $70,001–$80,000 at 11.56%, $40,001–$50,000 at 10.4%, and over $100,000 at 10.98%. Lower percentages are seen in the $10,001–$20,000 and under $10,000 ranges, at 1.16% and 1.73% respectively. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What did the other roles in early childhood respondents earn yearly?" The chart displays income ranges on the Y-axis from "Less than $10,000/yr" to "More than $100,000/yr," and the X-axis shows the percentage of respondents. The most common income bracket is $40,001–$50,000, representing 16.67% of respondents, followed by $50,001–$60,000 at 15.63%, and $60,001–$70,000 at 13.54%. Lower percentages are seen in the highest and lowest income ranges, with 7.29% earning over $100,000 and 2.08% earning less than $10,000. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What were the yearly wages of the early childhood educator respondents across early learning settings?" The X-axis shows income ranges from "Less than $10,000/yr" to "More than $100,000/yr," and the Y-axis represents the percentage of respondents. The chart compares three groups: Child Care, Early/Head Start, and Public School. Child Care respondents are most concentrated in the $20,001–$30,000 range (26.17%), while Early/Head Start respondents peak at the same range (22.35%). Public School respondents are most represented in the $30,001–$40,000 range (28.26%). Higher income brackets show greater representation among Public School educators, with 16.06% earning $60,001–$70,000 and 15.6% earning $50,001–$60,000. Lower income brackets are more common among Child Care educators, with 15.84% earning $10,001–$20,000 and 7.16% earning under $10,000. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What were the yearly wages of the school leader respondents across early learning settings?" The X-axis shows income ranges from "Less than $10,000/yr" to "More than $100,000/yr," and the Y-axis represents the percentage of respondents. The chart compares three groups: Child Care, Early/Head Start, and Public School. Public School leaders are most represented in the $60,001–$70,000 range (45.45%) and $90,001–$100,000 (27%). Early/Head Start leaders peak at $50,001–$60,000 (28.57%), while Child Care leaders are most concentrated in the $30,001–$40,000 range (20.57%). Lower income brackets are more common among Child Care and Early/Head Start leaders, with up to 9.52% earning $20,001–$30,000. Very few respondents in any category earn more than $100,000. Data source: TECPDS Career Trajectory Study 2025.
Map of Texas divided into 12 labeled economic regions, each showing the average yearly wage for early childhood educator respondents. Wage ranges vary by region: Gulf Coast reports the highest average at $60K–$70K, followed by Capital and Upper Rio Grande at $50K–$60K. Metroplex, Southeast, and West Texas show $40K–$50K averages. High Plains, Upper East, Alamo, and South Texas report $30K–$40K, while Northwest and Central Texas show the lowest range at $20K–$30K. Title reads "What is the average yearly wage for the early childhood educator respondents across regions of Texas?" Source: TECPDS Career Trajectory Study 2025.
Map of Texas divided into 12 economic regions, each labeled with the average yearly wage range for school leader respondents. Wage ranges vary by region: Capital region shows the highest average at $60K–$70K; Southeast is the lowest at $20K–$30K. Most other regions fall between $40K–$60K. The data source is the TECPDS Career Trajectory Study 2025. The map visually compares regional wage differences across the state. Source: TECPDS Career Trajectory Study 2025.

Benefits

This section includes data for respondents who reported that they receive paid time off, various insurance, and other types of financial benefits. We present this data by occupational category and then broken out by early learning setting for educators and school leaders.

Bar chart titled "What percentage of respondents across all categories received paid time off?" The chart compares five respondent categories: Early Childhood Educators, Business or Operations Administrators, Other Roles in Early Childhood, Pedagogical and Instructional Administrators, and Family and Child Health and Well-Being. For Paid Time Off, percentages range from 66.07% (Pedagogical and Instructional Administrators) to 84.81% (Business or Operations Administrators). Paid Holiday benefits range from 47.02% to 79.48%, and Paid Release for Training is lowest across all categories, ranging from 21.43% to 36.19%. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What percentage of respondents across categories received insurance benefits?" The chart compares four respondent categories—Early Childhood Educators, Pedagogical and Instructional Administrators, Business or Operations Administrators, and Family and Child Health and Well-Being—across three types of insurance: Dental, Health, and Vision. Health Insurance has the highest overall coverage at 66.29%, with Family and Child Health and Well-Being respondents receiving the most (79.17%). Dental Insurance coverage is 37.08% overall, highest among Pedagogical and Instructional Administrators (46.04%). Vision Insurance is the least common, with 32.58% overall coverage. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What percentage of respondents across categories received financial support?" The chart compares five respondent categories—Early Childhood Educators, Pedagogical and Instructional Administrators, Business or Operations Administrators, Family and Child Health and Well-Being, and Other Roles in Early Childhood—across four types of financial support: Retirement Plan, College Tuition Support, Training/Conference Fee Support, and Discounted Child Care Tuition. Retirement Plans are most common among Family and Child Health and Well-Being respondents (52.98%) and Other Roles (48.31%). Training/Conference Fee Support is highest among Pedagogical and Instructional Administrators (49.1%). College Tuition Support is lowest overall, ranging from 14.01% to 19.64%. Discounted Child Care Tuition is most common among Pedagogical and Instructional Administrators (35.38%). Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What percentage of early childhood educator respondents received paid time off across early learning settings?" The chart compares three settings—Child Care, Early/Head Start, and Public School—across three benefit types: Paid Holidays, Paid Time Off, and Paid Release Time for Training. Early/Head Start shows the highest percentage for Paid Holidays (81.17%) and Paid Time Off (76.67%). Public School has the lowest percentage for Paid Holidays (43.92%) but relatively high Paid Time Off (73.83%). Paid Release Time for Training is lowest across all settings, with Child Care at 18.89%, Public School at 25.77%, and Early/Head Start at 32.22%. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What percentage of early childhood educator respondents received insurance across early learning settings?" The chart compares three settings—Child Care, Early Head Start/Head Start, and Public School—across three types of insurance: Dental, Health, and Vision. Health Insurance is the most commonly provided benefit, with Public School at 71.96%, Early Head Start/Head Start at 63.33%, and Child Care at 36.97%. Dental Insurance coverage is highest in Early Head Start/Head Start (53.33%), while Vision Insurance is least common overall, ranging from 21.01% in Child Care to 44.44% in Early Head Start/Head Start. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What percentage of early childhood educator respondents received financial supports across early learning settings?" The chart compares three settings—Child Care, Early Head Start/Head Start, and Public School—across four types of financial support: Retirement Plan, Discounted Child Care Tuition, College Tuition Support, and Training/Conference Fee Support. Retirement Plans are most common in Early Head Start/Head Start (41.17%) and Public School (38.32%). Child Care respondents most frequently receive discounted child care tuition (30.49%), while College Tuition Support is highest in Early Head Start/Head Start (32.22%). Training/Conference Fee Support is relatively consistent across all settings, ranging from 33.18% to 37.78%. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What percentage of school leader respondents received paid time off across early learning settings?" The chart compares three settings—Child Care, Early/Head Start, and Public School—across three benefit types: Paid Holidays, Paid Time Off, and Paid Release Time for Training. Paid Time Off is the most widely received benefit, with Public School leaders at 90.9%, Early/Head Start at 85.7%, and Child Care at 84.38%. Paid Holidays are most common in Child Care (82.58%) and least common in Public School (36.4%). Paid Release Time for Training is lowest overall, ranging from 32.43% to 42.9%. Data source: TECPDS Career Trajectory Study 2025.
Alt-text: Bar chart titled "What percentage of the school leader respondents received insurance across early learning settings?" The chart compares three settings—Child Care, Early Head Start/Head Start, and Public School—across three types of insurance: Dental, Health, and Vision. Health Insurance is the most widely provided benefit, with Public School at 81.8%, Early Head Start/Head Start at 66.7%, and Child Care at 34.23%. Dental and Vision Insurance are also most common in Public School and Early Head Start/Head Start, with Child Care showing the lowest percentages across all categories. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "What percentage of the school leader respondents received insurance across early learning settings?" The chart compares three settings—Child Care, Early Head Start/Head Start, and Public School—across three types of insurance: Dental, Health, and Vision. Health Insurance is the most widely provided benefit, with Public School at 81.8%, Early Head Start/Head Start at 66.7%, and Child Care at 34.23%. Dental and Vision Insurance are also most common in Public School and Early Head Start/Head Start, with Child Care showing the lowest percentages across all categories. Data source: TECPDS Career Trajectory Study 2025.
A picture of a quote saying, “One interviewee described her experience with the pay and benefits as an assistant teacher and lead teacher in a Head Start program: ‘When I was a teacher, first as an assistant teacher, the pay was hard to live off... I was promoted to lead teacher and... it was still hard to live off... They had paid time off, sick pay, health insurance, holiday pay, so they had quite a few benefits that... offset the pay being low. That kind of helped me stick it out.’”

Employment Characteristics

To better understand respondents’ work life, we asked them to report on the average number of hours they worked per week and the number of months worked per year. We also asked if they regularly work more than one job. Data is presented by occupational category and then by early learning setting for educators.

Table titled "How many hours per week across all occupational categories did respondents work?" from the TECPDS Career Trajectory Study 2025. The table displays percentages of respondents working within six weekly hour ranges—0–8, 9–16, 17–24, 25–32, 33–40, and 40+ hours—across four occupational categories: Business or Operations Administrator, Early Childhood Educators, Family and Child Health and Well-Being, and Other Roles in Early Childhood. Most Business or Operations Administrators (57%) work over 40 hours weekly. Early Childhood Educators are split between 33–40 hours (38%) and 40+ hours (40%). Family and Child Health respondents mostly work 33–40 hours (38%), while Other Roles show a peak at 40+ hours (44%) and 25–32 hours (21%).
Bar chart titled "How many respondents worked 12 months out of the year across all occupational categories?" The chart displays the percentage of respondents in five occupational categories who reported working year-round. Pedagogical and Instructional Administrators have the highest percentage at 85.02%, followed by Business/Operations Administrators at 72.09%, Early Childhood Educators at 64.6%, Other Roles in Early Childhood at 62.24%, and Family and Child Health and Well-Being at 56.65%. Data source: TECPDS Career Trajectory Study 2025.
A picture of a quote saying, “One interviewee described their transition from public school teacher to principal, ‘The pay is great… The downfall is... you work a lot more in the summer.’”
Bar chart titled "Percentage of early childhood educator respondents who worked different numbers of months per year." The chart compares three settings—Child Care, Early/Head Start, and Public School—across five time ranges: 0–3, 4–6, 7–9, 10–11, and 12 months. Most Child Care respondents (78.29%) worked year-round, while Early/Head Start peaked at 12 months (55.67%) and Public School at 10–11 months (50.46%). Public School also had the highest percentage in the 7–9 month range (29.82%), while shorter work durations (0–6 months) were rare across all settings. Data source: TECPDS Career Trajectory Study 2025.
Bar chart titled "Percentage of respondents in each occupational category who reported working more than one job." The chart displays five categories: Other Roles in Early Childhood (20.41%), Family and Child Health and Well-Being (16.18%), Business/Operations Administrators (13.33%), Early Childhood Educators (9.15%), and Pedagogical and Instructional Administrators (7.81%). The X-axis represents the percentage of respondents with two or more jobs. Data source: TECPDS Career Trajectory Study 2025.
Bar chart showing the percentage of early childhood educators working more than one job, based on data from the TECDS Career Trajectory Study 2025. The X-axis represents job categories: Public School, Early/Head Start, and Child Care. The Y-axis shows percentages from 0% to 16%. Public School educators reported the highest rate at 13.76%, followed by Early/Head Start at 11.34%, and Child Care at 6.86%.
Bar chart titled "How many school leader respondents in our sample reported working more than one job?" The Y-axis lists three categories: Public School, Child Care, and Early/Head Start. The X-axis shows percentages from 0% to 25%. Public School leaders reported 0%, Child Care leaders 5.31%, and Early/Head Start leaders 19.05% working multiple jobs. Source: TECDS Career Trajectory Study 2025.

Motivations & Perceptions

Personal experiences and individual characteristics can play a role in shaping motivation to enter and remain in early childhood careers. We asked respondents to tell us their key motivations for choosing their careers. We also asked how they perceive both the rewarding and challenging aspects of their positions, as well as the barriers and supports that influenced their career trajectories. Data is presented across occupational categories.

Survey items were adapted from: Watt, H. M., & Richardson, P. W. (2007). Motivational factors influencing teaching as a career choice: Development and validation of the FIT-Choice scale. The Journal of experimental education, 75(3), 167-202.

Bar chart titled "What were the top five factors that respondents reported as influencing their ECE career choice?" The Y-axis lists five reasons, and the X-axis shows motivation levels from 1 (low) to 7 (high). Top motivations include shaping the next generation (6.12), working with children (6.08), aligning with skills (6.08), making a social contribution (5.92), and having role models (5.7). Source: TECPDS Career Trajectory Study 2025.
A picture of two quotes. The first quote says, “One interviewee described her motivation to join the field: ‘Part of my initial idea of working with children was to contribute to society and do something meaningful.’” The second quote says, “Another described her motivation: ‘It was just natural. I've always been good with kids. I've always enjoyed teaching.’”
A picture of a quote saying, “One early childhood mentor we interviewed stated, ‘I had an advisor I always looked up to... I want to go out and help teachers just like she helped me.’”
Bar chart titled "Across all occupational categories, how do the respondents perceive their careers?" The X-axis lists four career perception statements, and the Y-axis shows agreement levels from 1 (not at all agree) to 7 (extremely agree). Respondents rated emotional demands highest (5.75), followed by expert knowledge (5.6), social status (4.37), and salary lowest (3.46). Source: TECDS Career Trajectory Study 2025.
this is only the top five barriers reported from respondents. Alt Text: Bar chart titled "What percentage of respondents (across all categories) reported having specific career supports?" The X-axis lists five types of career supports, and the Y-axis shows percentages from 85% to 95%. Top supports include participating in trainings (92.23%), supervisor encouragement (91.19%), family or friend motivation (89.96%), new job responsibilities (89.44%), and learning through professional networks (88.35%). Source: TECDPS Career Trajectory Study 2025.
A picture of a quote saying, “One interviewee reflected on the importance of knowledge-building opportunities for her career development: ‘I felt like I had opportunities to learn more when a conference came up or when there was a special training going on. I had the opportunity to go and learn the material so that I could bring it back to the team.’”
A picture of a quote saying, “One interviewee explained the importance of mentorship in supporting their career: ’I think the biggest thing is that as [an] assistant teacher, a teacher, assistant director, director, and even now as a mentor... I had many different mentors who have helped guide me and show me just how valuable I am in the field... There were many times when I felt like walking away because I didn't feel like I was making a difference... It was those individuals throughout my life that... have said... you have made a difference... It's not the degrees, it's not the benefits... or the experience... It's just those people have been that driving force and helped me to see... I am good at my job.’”
Bar chart titled "What percentage of respondents perceived the following barriers across all occupational categories?" The X-axis lists five types of career barriers, and the Y-axis shows percentages from 0% to 90%. Top barriers include needing additional training (80.17%), supervisor support (76.21%), financial aid (75.41%), mentor support (71.17%), and opportunities for new responsibilities (65.59%). Source: TECDS Career Trajectory Study 2025.
A picture of two quotes. The first one says, “Some interviewees described a lack of financial aid as a barrier in their careers: ‘One reason that I think I ended up and stayed in... licensed child care rather than like going to teach public pre-K or something is... it was going to cost me... to get my teacher certificate.’” The second one says, “Some interviewees described a lack of financial aid as a barrier in their careers: ‘I did go back to school...but I was paying out of pocket, and so, I was taking like one class at a time. It just became a lot.’”

Retention & Attrition

Retention and attrition are critical indicators of workforce stability in early childhood education. We asked respondents to report on how likely they were to stay in their current roles for the next two years, pursue a new role within the early childhood field, or pursue a role outside of the field. Data is presented by occupational category and then by early learning setting, for educators and school leaders specifically.

Bar chart titled "How likely were respondents across all categories to stay in their current job for the next two years?" The X-axis shows four likelihood categories: Very unlikely, Somewhat unlikely, Somewhat likely, and Very likely. The Y-axis shows percentages from 0% to 60%. Across all roles, most respondents fall into the "Very likely" (34.6%–44.3%) and "Somewhat likely" (22.8%–31.7%) categories, with fewer in the "Somewhat unlikely" (10.9%–17.2%) and "Very unlikely" (4.9%–14.3%) categories. Roles are color-coded. Source: TECDS Career Trajectory Study 2025.
Bar chart titled "How likely were the early childhood educators to stay in their current jobs for the next two years?" The X-axis shows four likelihood categories: Very unlikely, Somewhat unlikely, Somewhat likely, and Very likely. The Y-axis shows percentage of respondents from 0% to 50%. Child Care educators were most likely to stay (45.95% very likely), followed by Early/Head Start (38.14% somewhat likely), and Public School (31.65% very likely). Source: TECDS Career Trajectory Study 2025.
Bar chart titled "How likely were school leaders to stay in their current jobs for the next two years?" The X-axis shows four likelihood categories: Very unlikely, Somewhat unlikely, Somewhat likely, and Very likely. The Y-axis shows percentages from 0% to 60%. Most respondents in all categories—Child Care (52.65%), Early/Head Start (57.14%), and Public School (54.55%)—reported being very likely to stay. Very few reported being very unlikely, especially in Public School (0%). Source: TECDS Career Trajectory Study 2025.
A picture of a quote saying, “One interviewee who has been a lead teacher at the same early learning program for nearly 10 years pointed to a positive work culture: ‘I have not ventured outside of the daycare that I'm at currently... I love the daycare I'm at. I'm, you know, comfortable there. I like my coworkers.’”
Bar chart titled "How likely were respondents across all categories to seek a new opportunity within the ECE field in the next two years?" The X-axis shows four likelihood categories: Very unlikely, Somewhat unlikely, Somewhat likely, and Very likely. The Y-axis shows percentage of respondents. Most respondents across all roles were "Somewhat likely" to seek new opportunities, especially in Family and Child Health and Well-Being (46.8%). "Very unlikely" responses were highest among Pedagogical and Instructional Administrators (31.54%). Source: TECDS Career Trajectory Study 2025.
Bar chart titled "How likely were early childhood educators to seek a new opportunity within the ECE field in the next two years?" The X-axis shows four likelihood categories: Very unlikely, Somewhat unlikely, Somewhat likely, and Very likely. The Y-axis shows percentage of respondents. Most educators across Child Care, Early/Head Start, and Public School were "Somewhat likely" to seek new opportunities, with Child Care highest at 35.13%. Early/Head Start and Public School had the highest "Very likely" responses at 27.08% and 27%, respectively. Source: TECDS Career Trajectory Study 2025.
A picture of a quote saying, “One interviewee told us: ‘I was a lead teacher for a few years and kind of started noticing that there really wasn't any anywhere for me to grow up the ladder. So I kind of had to leave.’”
Bar chart titled "Why did respondents leave lead teacher roles?" The X-axis lists reasons for leaving: salary increase, better benefits, flexible schedule, higher degree, moved, personal reasons, and retirement. The Y-axis shows percentages from 0% to 70%. Top reasons include salary increase (61.36% Early/Head Start, 60.97% Public School, 48.18% Child Care) and personal reasons (33.33% Early/Head Start). Source: TECDS Career Trajectory Study 2025.
A picture of a quote saying, “Reflecting on their career, one teacher stated: ‘One of the main reasons I left is because I earned my CDA... but the district wasn't willing to offer me any more money or any type of incentive for earning the CDA... so at the time, I chose to move.’"
Bar chart titled "How likely were school leaders to seek a new opportunity within the ECE field in the next two years?" The X-axis shows four likelihood categories, and the Y-axis shows percentage of respondents from 0% to 60%. Public School leaders were most likely to seek new opportunities (28.57% very likely), while Child Care and Early/Head Start leaders were more likely to stay (44.57% and 47.62% very unlikely, respectively). Source: TECDS Career Trajectory Study 2025.
Bar chart titled "How likely were respondents across all categories to seek a new opportunity outside the ECE field in the next two years?" The X-axis shows four likelihood categories: Very unlikely, Somewhat unlikely, Somewhat likely, and Very likely. The Y-axis shows percentage of respondents. Most respondents across all roles were "Very unlikely" to leave ECE, especially Business or Operations Administrators (55.64%). Pedagogical and Instructional Administrators had the highest "Very likely" response at 26.18%. Source: TECDS Career Trajectory Study 2025.
Bar chart titled "How likely were early childhood educators to seek a new opportunity outside of the ECE field in the next two years?" The X-axis shows four likelihood categories: Very unlikely, Somewhat unlikely, Somewhat likely, and Very likely. The Y-axis shows percentage of respondents. Most educators in all categories reported being "Very unlikely" to leave the field, with Child Care highest at 53.92%. Early/Head Start had the highest "Somewhat likely" (28.87%) and "Very likely" (13.40%) responses. Source: TECDS Career Trajectory Study 2025.
: Bar chart titled "How likely were school leaders to seek a new opportunity outside of the ECE field in the next two years?" The X-axis shows four likelihood categories: Very unlikely, Somewhat unlikely, Somewhat likely, and Very likely. The Y-axis shows percentage of respondents. Most school leaders across Child Care, Early/Head Start, and Public School reported being "Very unlikely" to leave ECE, with percentages above 61%. Public School had 0% in the "Very likely" category. Source: TECDS Career Trajectory Study 2025.