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High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children’s development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n?=?1129) to examine associations between teachers’ working conditions, well-being, and motivation with professional commitment and turnover intentions to move, leave, or remain. Multiple regression analyses revealed that more intrinsically motivated teachers were more likely to report intentions to move over leave, emotionally exhausted teachers were more likely to report intentions to leave, and lower teacher-reported working conditions predicted intentions to move or leave the field over staying. The results suggest that teachers’ well-being and perceived working conditions relate with their intentions to remain at their job or within the field and to their commitment to the profession. 相似文献
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This study examined the direct and indirect associations of teachers’ depressive symptoms with children’s math achievement through teachers’ reports of family–teacher relationships and children’s approaches to learning (ATL) in Head Start. This study included 3- and 4-year-old 1,547 children (49% female; 27% White, 24% Black, 41% Hispanic/Latino, and 8% others) who attended Head Start from fall 2014 through spring 2015. Results indicated that teachers’ depressive symptoms were directly associated with lower gains in children’s math skills over a year. In addition, teachers who reported higher depressive symptoms were less likely to report positive family–teacher relationships. This, in turn, resulted in lower gains in children’s ATL and was associated with lower achievement in math skills (r2 = .69). 相似文献
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Research Findings: This exploratory study identified preschool teacher quality profiles in early childhood education settings using 9 indicators across teachers’ professional background, observed process quality, and job attitudes toward teaching (e.g., job-related stress, satisfaction, and intention to leave the job). The sample consisted of 96 teachers from 48 child care programs in a midwestern U.S. state. A latent profile analysis revealed 3 profiles: (a) less experienced, lower quality, and more positive attitudes; (b) less experienced, average quality, and less positive attitudes; and (c) more experienced, better quality, and mixed attitudes. Multiple program- and teacher-level covariates were incorporated into the latent profile model to examine the associations between program and teacher characteristics and profile membership. Practice or Policy: Results of this study provide important information for use in early child care interventions and suggest a new approach toward more integrated professional development programs that cover both teachers’ practices and job attitudes. This study also suggests the need for new coaching systems that can be individualized based on each teacher’s strengths and challenges. 相似文献
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Prasath Priscilla Rose Xiong Yiying Zhang Qiyang Jeon Lieny 《International journal for the advancement of counseling》2022,44(3):529-549
International Journal for the Advancement of Counselling - International students continue to experience myriad of challenges, some of which further transpired disproportionately during the... 相似文献
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Kwon Kyong-Ah Ford Timothy G. Salvatore Alicia L. Randall Ken Jeon Lieny Malek-Lasater Adrien Ellis Natalie Kile Mia S. Horm Diane M. Kim Sun Geun Han Minkyung 《Early Childhood Education Journal》2022,50(1):169-171
Early Childhood Education Journal - The original version of this article unfortunately contains some typo in Table 1. 相似文献
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Kwon Kyong-Ah Ford Timothy G. Salvatore Alicia L. Randall Ken Jeon Lieny Malek-Lasater Adrien Ellis Natalie Kile Mia S. Horm Diane M. Kim Sun Geun Han Minkyung 《Early Childhood Education Journal》2022,50(1):157-168
Early Childhood Education Journal - The majority of teachers in the early care and education (ECE) workforce face disparities in physical and psychological well-being as well as working conditions.... 相似文献
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Sarah N. Lang Sarah J. Schoppe-Sullivan Lieny Jeon 《Early education and development》2017,28(1):96-114
By adapting a self-administered assessment of coparenting, we sought to provide a new tool, the Cocaring Relationship Questionnaire, to measure parent-teacher, or cocaring relationships, and provide additional construct validity for the multidimensional concept of cocaring. Next, recognizing the importance of parental involvement for young children’s development, we examined the associations between dimensions of cocaring and aspects of parental involvement. We investigated the parent-teacher relationships of 90 families utilizing full-time, center-based childcare for their 12–36 month old children. Parents and teachers completed a set of questionnaires. Research findings: exploratory factor analysis revealed a four factor structure for the cocaring relationship: Support, Undermining, Endorsement, and Agreement. After controlling for a number of child- and parent-level covariates, parents’ perceptions of different dimensions within the cocaring relationship were associated with different aspects of their self-reported and teacher-reported involvement. Most notably, parents’ perception of cocaring support was positively associated with three different forms of parental involvement. Practice or Policy: the Cocaring Relationship Questionnaire offers researchers and practitioners a means to assess multiple dimensions within parent-teacher relationships. Understanding that parent-teacher relationships are multifaceted can help practitioners consider their interactions with families in new ways, which may influence, or be influenced by, parental involvement. 相似文献
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Research Findings: Early childhood teachers’ psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children’s development. However, less is known about predictors of teachers’ psychological well-being in preschool. The purpose of this study was to explore associations between potential predictors of teachers’ psychological well-being—such as professional background, teaching efficacy, and work environment—and teachers’ self-perceived depression, stress, and emotional exhaustion after controlling for individual demographics. A total of 1,129 teachers serving preschool-age children (3- and 4-year-olds) in the United States participated in the study. Teachers responded to a questionnaire asking about their background, work environment, and social-emotional attributes. Multiple regression analysis revealed that levels of teachers’ self-efficacy and work environments are generally associated with their psychological well-being above and beyond their personal and professional backgrounds. Practice or Policy: The results of this study suggest that it is important to help teachers build teaching competence and efficacy and to prepare them to handle stressors from work environments in order to reduce their psychological burden. In addition, we suggest that positive work climates need to be created for teachers and children at the program level. 相似文献
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Cynthia K. Buettner Lieny Jeon Eunhye Hur Rachel E. Garcia 《Early education and development》2016,27(7):1018-1039
Research Findings: Early care and education has pronounced implications for young children’s social-emotional learning. Although program structural and classroom process quality indicators have been widely explored, teachers’ personal social–emotional capacity has only recently been recognized as an indicator of quality. This study reviewed and identified indicators of teachers’ social-emotional capacity and established a two factor structure of psychological load and coping abilities. We also explored correlational associations between teachers’ social-emotional capacity and their professional commitment and responsiveness to children’s negative emotions. The sample consisted of 1,129 teachers in center-based child-care programs and public preschools in the US. We found that teachers’ psychological load (depression, stress and emotional exhaustion) was associated with teachers’ negative reactions to children and teachers’ professional commitment after controlling for a wide range of teacher/classroom characteristics. Conversely, teachers’ coping abilities (reappraisal emotion regulation and problem-focused coping strategies) were related to their positive reactions to children’s negative emotions. Practice or Policy: The findings suggest further studies to identify training and professional development program components that might address early childhood teachers’ psychological difficulties and coping strategies. Child-care programs may also need efforts that support teachers’ social–emotional capacity as a way to improve teachers’ responsiveness and professional commitment. 相似文献
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