In recent years, there has been growing interest in the well-being, work stress, and coping strategies of the early childhood education and care (ECEC) workforce. While the focus on teacher well-being has increased, the experiences of ECEC center administrators remain largely unexamined. New or novice administrators in early ECEC settings typically have formal education and training in early education and child development but often lack preparation in program administration and leadership (Kelton & Talan, 2023; Kelton & Tenis, 2024; Talan et al., 2014). As a result, many struggle to navigate responsibilities in areas where they have little or no prior experience, such as human resources, coaching and supervision, program operations, strategic planning, and fiscal management (Kelton & Talan, 2023). Decades of research in organizational psychology and human resources underscore the need for structured training and support for individuals transitioning into leadership roles. This study seeks to understand the relationship between indicators of well-being, work-related positive and negative thoughts and emotions, and resignation considerations among novice administrators.