Effect of Burnout of Preschool Teachers on Teacher-Child Interaction: The Mediating role of Psychological Well-being

김, 지연; 최, 미경

doi:10.5723/kjcs.2018.39.3.127

Cited by 8 publications

(4 citation statements)

References 8 publications

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“…There is consensus that high quality EC educator-child interactions have the greatest impact on ECEC program quality and, importantly, on children’s learning and development outcomes (OECD, 2019 ; Slot, 2018 ; Torii et al, 2017 ). However, the provision of sustained and responsive interactions with children is predicated on EC educators’ wellbeing and their emotional and mental capacity to excel in their role (Jennings, 2015 ; Kim & Choi, 2018 ; Roberts et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

“…Conversely, several correlational studies have shown that EC educators with high levels of depression and stress, emotional exhaustion or burn-out, are less likely to engage in high-quality interactions or emotionally responsive teaching practices (Buettner et al, 2016 ; Cassidy, et al, 2017 ; Jeon et al, 2014 ; Kim & Choi, 2018 ; Roberts et al 2016 ). High levels of work-related stress are also associated with a reduction in professional commitment (Buettner et al 2016 ) and higher rates of turnover (Phillips et al, 2016 ; Totenhagen et al 2016 ).…”

Section: Introductionmentioning

confidence: 99%

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Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Eadie

Levickis

Murray

et al. 2021

Early Childhood Educ J

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The importance of Early Childhood (EC) educators’ wellbeing has been brought into sharp focus during the COVID-19 pandemic, as educators have navigated numerous additional stressors while providing education and care services for some children and ongoing support for many others learning at home. This study aimed to explore the impact of the pandemic on EC educators’ wellbeing and educator-child relationships, as growing evidence shows the influence of these factors on children’s developmental outcomes.In July 2020, members of a Research Network of EC Professionals—who previously identified educator wellbeing as a priority issue—were invited to participate in an online survey. The survey included two published, validated scales: the Early Childhood Professional Wellbeing scale (ECPW) and the Student–Teacher Relationship Scale (modified). Survey items about educators’ experiences during the pandemic were also included. Two hundred and thirty-two EC educators from across Australia completed the survey, mostly from Victoria where lockdowns were most severe. Linear regression analysis demonstrated stronger professional wellbeing was associated with less conflict in educator-child relationships and lower risk of staff turnover. This was more likely to be experienced by senior or more experienced staff. Although a negative impact of COVID-19 was reported, ECPW scores were relatively high, and organizational structures supporting professional wellbeing were most strongly associated with lower risk of turnover (r = 0.63, p < 0.001). Findings highlight that supporting EC educators’ wellbeing is essential for workforce retention, and for promoting quality educator-child relationships which are central to young children’s learning and development.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Eadie

Levickis

Murray

et al. 2021

Early Childhood Educ J

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“…Each of these indicators is found to be associated with teachers’ practice in many national contexts. Specifically, when teachers experience increased emotional exhaustion, the quality of their interactions with children tends to be compromised ( Kim and Choi, 2018 ; Ansari et al, 2022 ). Furthermore, teachers’ increased job-related competence is likely to promote positive teacher practice in the classroom ( Cassidy et al, 2017 ; Kim et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Preschool teachers’ psychological wellbeing, emotion regulation, and emotional responsiveness: a US-Korea comparison

Byun

Jeon

2023

Front. Psychol.

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IntroductionPsychological wellbeing is an essential indicator of early care and education (ECE) teachers’ positive practices across countries. Moreover, previous studies suggest that teachers’ wellbeing and practice may be indirectly associated via emotion regulation. However, teachers in various contexts demonstrate different patterns of psychological wellbeing, emotion regulation, and emotional responsiveness, and the ways these factors associate with each other also vary.MethodsThe current study investigates whether the indirect associations between ECE teachers’ psychological wellbeing (i.e., emotional exhaustion, job-related competence, and personal stress) and their responsiveness toward children’s emotions via emotion regulation (i.e., reappraisal and suppression) appear differently in two national contexts, the United States (US) and South Korea (SK). Multi-group path analysis was conducted to compare the mediation models between US teachers (n = 1,129) and SK teachers (n = 322).ResultsWe found significant indirect associations among wellbeing, emotion regulation, and responsiveness in both countries. However, significant associations were more prominent among SK teachers, and the patterns of indirect associations had substantial cross-country differences. Furthermore, the roles of reappraisal and suppression emotion regulation found to be different among ECE teachers in SK and US.DiscussionThe cross-country variations in the associations among wellbeing, emotion regulation, and responsiveness suggest that differential policy efforts and intervention strategies are needed for ECE teachers in the US and SK.

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“…A study found that teachers' status of burnout as an essential environmental factor is associated with students' autonomous motivation [10]. In addition, burnout of preschool teachers hurt teacher-child interaction [11].…”

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confidence: 99%

The prevalence and correlates of burnout among Chinese preschool teachers

Shen

et al. 2019

Preprint

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Background: A series of studies have suggested that teachers are likely to experience professional burnout in various regions around the world. To date, no known research has been conducted to investigate the prevalence and correlates of burnout among preschool teachers in China. Objective: This study examined the level of self-reported burnout and correlates of burnout among Chinese preschool teachers. Methods: A cross-sectional study was conducted among1795 preschool teachers in Tianjin, China, during August 2018- October 2018. The validated Chinese version of the 15-item Maslach Burnout Inventory was used to assess burnout. A self-administered questionnaire collected the sociodemographic factors. The psychological factors were collected by the Chinese version of the 20-item Center for Epidemiologic Studies Depression Scale (CES-D) and the Perceived Stress Scale-14. Results: The prevalence of burnout in Chinese preschool teachers was 53.2% ( 95% CI：51%─56%). Burnout rate was significantly decreased in overweight (P=0.001, OR=0.58, 95% CI: 0.42-0.79) and obesity (P=0.048, OR=0.75, 95% CI: 0.56-1.00) teachers compared with teachers with normal weight. The type of school (P=0.007, OR=1.45, 95% CI: 1.11-1.91), income satisfaction (P=0.001, OR=0.67, 95% CI: 0.53-0.86), depression (P<0.001, OR=3.08, 95% CI: 2.34-4.05) and perceived stress (P<0.001, OR=1.15, 95%CI: 1.13-1.18) were significantly associated with burnout. Conclusions: The prevalence of burnout among preschool teachers in Tianjin, China, is high. Burnout was significantly associated with BMI, the type of school, income satisfaction, depression and perceived stress among Chinese preschool teachers. Keywords: Burnout, Stress, Preschool teachers, Depression

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Effect of Burnout of Preschool Teachers on Teacher-Child Interaction: The Mediating role of Psychological Well-being

Cited by 8 publications

References 8 publications

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Early Childhood Educators’ Wellbeing During the COVID-19 Pandemic

Preschool teachers’ psychological wellbeing, emotion regulation, and emotional responsiveness: a US-Korea comparison

The prevalence and correlates of burnout among Chinese preschool teachers

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