Perceived Stress and Canadian Early Childcare Educators

Wagner, Shannon L.; Forer, Barry; Cepeda, Ivan L.; Goelman, Hillel; Maggi, Stefania; Wessel, Julie M.; Hertzman, Clyde; Grunau, Ruth E.

doi:10.1007/s10566-012-9187-5

Cited by 40 publications

(26 citation statements)

References 28 publications

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“…For example, Gnilka, Chang, and Dew () noted that among mental health professionals, adaptive stress management can be supported through identification and growth of coping resources such as sense of control. Informed by the findings of research with counselors and childcare educators (e.g., Gnilka et al., ; Wagner et al., ), we suggest that positive outcomes for children and families may be enhanced when early intervention professionals’ stress levels are reduced and their coping resources are increased.…”

Section: Introductionmentioning

confidence: 66%

Stress and coping among early childhood intervention professionals receiving reflective supervision: A qualitative analysis

Frosch

Mitchell

Hardgraves

et al. 2019

Infant Mental Health Journal

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Reflective supervision/consultation (RS/C) is an important component of infant mental health training and practice. Given high levels of job stress reported by a variety of early childhood professionals, the present study offers a qualitative examination of early childhood intervention professionals’ perceptions of stress and coping before and after receiving regular RS/C. Thirty‐one professionals received 9 months of RS/C and completed semistructured interview questionnaires at the pre‐/postassessments. Questionnaires focused on job‐related experiences, including what participants found stressful and how they coped with job‐related stress. Inductive analysis techniques were used to identify themes that arose from the data. Relationships between themes were discovered through axial coding. Three key themes of individual, relational, and organizational stress were identified across the pre‐/postassessments. Similar themes were evident in reports of coping. Following 9 months of RS/C, analysis revealed greater detail and reflection among the majority of participants. These results contribute to the literature through identification of multiple levels of stress and coping as well as areas of continuity and change among participants receiving RS/C. Future research should consider how professionals’ reports of stress and coping relate to reported self‐efficacy and observed competence with young children and families.

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Section: Introductionmentioning

confidence: 66%

Stress and coping among early childhood intervention professionals receiving reflective supervision: A qualitative analysis

Frosch

Mitchell

Hardgraves

et al. 2019

Infant Mental Health Journal

View full text Add to dashboard Cite

show abstract

“…Controlling children was seen as the most stressful and least enjoyable task (Gagnon et al 2019;Hall-Kenyon et al 2014). In addition, in line with the Demand-Control-Social Support model (Karasek 1979), preschool teachers also experience high levels of stress because they often perceived imbalances between demands of their work, control over these demands, and support available to them (Curbow et al 2000;Jeon et al 2016;Wagner et al 2013;Ylitapio-Mantyla et al 2012).…”

Section: Major Sources Of Stress For Preschool Teachersmentioning

confidence: 95%

“…Researchers have identified two main dimensions that contribute to preschool teacher well-being: work-related characteristics and personal-related variables. Early childhood work-related characteristics including student behavior problems (Friedman-Krauss et al 2014), high demands and responsibilities (Curbow et al 2000;Hall-Kenyon et al 2014), lack of control and insufficient support (Jeon et al 2016;Wagner et al 2013), low compensation (Hall-Kenyon et al 2014), lack of communication and social support (Cumming 2016;Whitaker et al 2015), unsatisfactory interpersonal relationships (Kelly and Berthelsen 1995;Nislin et al 2016), and demanding interactions with parents (Faulkner et al 2014;Kelly and Berthelsen 1995), are potentially negative predictors of preschool teacher well-being. In contrast to work-related dimensions, personal-related variables such as teachers' self-efficacy, age, educational attainment, years of experience, and marital status also have an important impact on preschool teacher well-being (Friedman-Krauss et al 2014;Hall-Kenyon et al 2014;Jeon et al 2018).…”

Section: Potential Factors Of Influence On Preschool Teacher Well-beingmentioning

confidence: 99%

Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

Wang²,

You

2019

Early Childhood Educ J

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Working in early childhood education exposes preschool teachers to a wide variety of work stressors that deplete energy and necessitate recovery. Based on the effort-recovery model and conservation of resources theory, this two-wave study examined the effects of recovery experiences (i.e., psychological detachment and relaxation) on the association between several work stressors (i.e., work overload, emotional dissonance, and work-home conflict) on the one hand, and well-being outcomes (i.e., vigor, job satisfaction, and insomnia symptoms) on the other. This study was conducted among 298 preschool teachers in China over a period of 1 year. Results showed that continuous exposure to work stressors negatively influences preschool teacher well-being over time and, more importantly, recovery experiences protect against the detrimental effects. These findings contribute to prior literature and show how preschool teachers can avoid the adverse effects of work stressors through fostering well-functioning recovery experiences during off-job time.

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“…On the other hand, emotion regulation ability was positively associated with relational closeness. Childcare workers who use ineffective emotion‐coping strategies in relation to their work may experience high levels of negative emotion, which may interfere with their ability to develop close relationships with children in their care (Wagner et al., ). Some early childhood professionals have been described as frequently angry and as high in the tendency to use minimization as a primary means to socialize children's emotions.…”

Section: Discussionmentioning

confidence: 99%

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

Garner

Parker

Prigmore

2019

Infant Mental Health Journal

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In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center‐based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships.

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Perceived Stress and Canadian Early Childcare Educators

Cited by 40 publications

References 28 publications

Stress and coping among early childhood intervention professionals receiving reflective supervision: A qualitative analysis

Stress and coping among early childhood intervention professionals receiving reflective supervision: A qualitative analysis

Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care

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