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arXiv · 2604.24643

Workplace Demands and Emotional Expression Among Early Childhood Educators: A Computational Analysis of Professional Online Discourse

Hailong Jiang
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Abstract

Early childhood educators work in settings characterized by heavy regulation, emotional labor, staffing instability, and low pay. Although these conditions are well documented in survey-based research, less is known about how they manifest in the day-to-day language educators use in peer spaces. This study examines 7,506 posts from r/ECEProfessionals, a large online community used by early childhood education practitioners. Using a structured, computer-assisted thematic coding workflow and transformer-based emotion classification, posts were organized into 15 themes and mapped onto an adapted Job Demands-Resources (JD-R) framework. Across the corpus, 56.7% of posts centered on demands when task-level and core job demands were combined, compared with 33.6% focused on resources and 9.6% on career conditions. Emotion estimates indicated a broadly neutral tone overall; however, fear emerged as the most prominent non-neutral emotion. Demand-related categories also exhibited higher levels of sadness and anger than resource-related categories. These findings suggest that professional online discourse in early childhood education reflects a work environment structured more around strain than support. The study offers a practical framework for examining how occupational conditions are discussed and emotionally experienced in large-scale professional texts.

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Hailong Jiang. 2026-04-27. Workplace Demands and Emotional Expression Among Early Childhood Educators: A Computational Analysis of Professional Online Discourse. https://arxiv.org/abs/2604.24643

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