Center-Based Child Care Lead Teachers in New Jersey

This report presents results from the first statewide survey of lead teachers working in center-based child care settings in New Jersey between November 2023 and September 2024. Data document teacher demographics, qualifications, compensation, working conditions, and professional supports. Key findings highlight significant differences by age group (infants/toddlers vs. preschool), wage disparities, retention risk, and high levels of non-work stress. These findings provide data-grounded basis recommendations for policy and practice aimed at improving the early childhood workforce in New Jersey. 

Key Highlights / Findings: 

• Lead teachers of preschool age children in New Jersey child care settings are nearly twice as likely to hold a bachelor’s degree or higher compared with lead teachers for infants and toddlers. 

• Wages for lead teachers of preschool-age children are significantly higher than for those in infant/toddler child care classrooms. 

• Approximately 25 % of lead teachers in center-based child care reported receiving government assistance and one in four reported actively job searching, most often for higher pay. 

• Seventeen percent of lead teachers reported symptoms consistent with clinical depression—well above national averages. 

• Forty percent of lead teachers face regular non-work stressors such as housing insecurity, health issues or caregiving duties. 

• Despite these challenges, many lead teachers report positive workplace environments and access to professional development supports. 

• The data suggest that compensation, working conditions, and teacher supports are critical levers to enhance retention and program quality in New Jersey’s mixed-delivery child care system. 

 
A well-qualified and stable early childhood workforce is foundational to high-quality care. In New Jersey, where demand for center-based child care continues to grow and evolve, better understanding of lead teacher conditions is essential for policymakers, program administrators, and early childhood advocates. This report fills a critical gap, offering rich survey data on workforce qualifications, compensation, and working conditions. By outlining clear empirical evidence from New Jersey’s child care sector, the report supports data-driven decisions on wage policy, professional development, workforce recruitment and retention strategies, and systemic workforce planning. 

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