Papers by Tobiloba Adejumo
Journal of Research in Childhood Education
This qualitative study sought to understand whether there were difference in how early childhood ... more This qualitative study sought to understand whether there were difference in how early childhood education (ECE) teachers who stayed in or left their jobs interpreted their job demands and resource...
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Journal of Applied Developmental Psychology, 2020
Guided by the sociocultural theory of human development, this study aims to mediate the monolithi... more Guided by the sociocultural theory of human development, this study aims to mediate the monolithic categorization of young Latino boys' school readiness transition patterns using the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) dataset. Three patterns of transitions were unveiled using a person-centered approach: (1) Consistent Learner, (2) Struggling Learner, and (3) Declining High Achiever. Findings showed variations in the nature of transitions and developmental competencies of young Latino boys. The contextual interstices of positive parenting practices and greater socioeconomic resources and center-based attendance are positive predictors of membership in transition patterns with optimal growth simultaneously in language, academic, and socio-emotional skills. We highlight societal implications and practice recommendations for applying culturally-sustaining and developmentally appropriate practices to support Latino boys' transitions to Kindergarten. We also ...
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Journal of Research in Childhood Education, 2021
This qualitative study sought to understand whether there were difference in how early childhood ... more This qualitative study sought to understand whether there were difference in how early childhood education (ECE) teachers who stayed in or left their jobs interpreted their job demands and resources. It also sought to understand factors that shaped teachers’ turnover and retention decisions. Twenty-six teachers who worked in subsidized ECE programs that blended multiple public funding sources were interviewed, 14 of whom stayed in their jobs and 12 of whom left their jobs. We found teachers’ reasons for leaving or staying were complex and took into consideration workplace and family factors. Teachers who stayed tended to share the same job frustrations as those who left, namely a misalignment between job demands and resources, but those who stayed were more willing to engage creatively in solving workplace problems. Teachers who stayed placed greater value on professional development opportunities than teachers who left, and these key job rewards factored into retention decisions. Teachers who left often felt that lacking key job resources undermined their sense of competence at being an effective teacher and viewed the psychosocial workplace climate less favorably than teachers who stayed. For many teachers, the value they placed on different job rewards was influenced by family factors.
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Papers by Tobiloba Adejumo