Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”: The Role of Head Start Teachers' Psychosocial Stressors

Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours

“…Given previous research (Dennis & O'Connor, 2013;Ghazvini & Mullis, 2002;Grining et al, 2010;Pakarinen et al, 2010;Phillips et al, 2000), as well as the theoretical perspective of an interconnected systems model of classroom experiences (Pianta, 1999), the current study hypothesizes that teachers' professional well-being will be positively associated with both classroom emotional support and toddlers' positive emotional expressions and behaviours in classrooms.…”

“…Furthermore, inadequate compensation may be a stressor for teachers, with stress related negatively to classroom quality and child outcomes (Grining et al, 2010;Pakarinen et al, 2010). A composite measure of personal stressors (teachers' education, experience, primary household earner status, marital status, and depressive symptoms) of teachers predicted lower use of effective behaviour management strategies and lower levels of social interaction in Head Start classrooms (Grining et al, 2010). Although this study examined child outcomes in preschool classrooms, it stands to reason that the relationships among aspects of teacher professional well-being and classroom emotionality exist within toddler classrooms, especially due to toddlers' reliance on adults for emotion regulation (Sameroff, 2010).…”

“…This assessment of value is a facet of professional well-being (Fowler, 2006) that may have implications on the emotional environments of their classrooms. Furthermore, inadequate compensation may be a stressor for teachers, with stress related negatively to classroom quality and child outcomes (Grining et al, 2010;Pakarinen et al, 2010). A composite measure of personal stressors (teachers' education, experience, primary household earner status, marital status, and depressive symptoms) of teachers predicted lower use of effective behaviour management strategies and lower levels of social interaction in Head Start classrooms (Grining et al, 2010).…”

Examination of Work Environment Factors Relating to Burnout Syndrome of Early Childhood Educators in Greece

“…The symptoms of the burnout syndrome can have potentially very serious consequences for the staff, the clients and the larger institutions in which they interact. Stress and burnout: make teachers ineffective and insufficient in their teaching roles; make teachers negatively influence their students' physical and emotional well-being; make teachers provide significantly less information, praise and acceptance to their students; make teachers interact less frequently with students; affect the schools' study climate; lower morale; prevent the attainment of educational objectives; increase the probability of teachers leaving their posts; and can cause confusion, aggression, avoidant behaviour, absenteeism, reduced performance in both the educator and the children, addictive behaviours, emotional and behavioural problems, relationship distress and also has professional consequences (Center for Mental Health in Schools at UCLA, 2008;Chang, 2009;Grining et al, 2010;Kokkinos, Panayiotou, & Davazoglou, 2005;Pappa, 2006;Yong & Yue, 2007).…”

Prevalence of burnout syndrome of Greek child care workers and kindergarten teachers

“…Stress and burnout: (1) make teachers ineffective and insufficient in their teaching roles; (2) Education 3-13 251 make teachers influence negatively their students' physical and emotional wellbeing; (3) make teachers provide significantly less information, praise and acceptance to their students; (4) make teachers interact less frequently with students; (5) affect the schools' study climate; (6) lower morale; (7) prevent the attainment of educational objectives; (8) increase the probability of teachers leaving their posts and (9) can cause confusion, aggression, avoidant behaviour, absenteeism, reduced performance in both the educator and the children, addictive behaviours, emotional and behavioural problems, relationship distress and has also professional consequences (Kokkinos, Panayiotou, and Grining et al 2010). Furthermore, burnout, in accordance with stress and turnover, have been proved to be significant barriers to high-quality programming for children and cause deterioration in the quality of care or service provided by the staff (Maslach and Pines 1977;McMullen and Krantz 1988;Manlove 1993;Lambert 1994;Maslach, Jackson, and Leiter 1997;Whitebook and Sakai 2004;Cornille et al 2006;Stewart 2008).…”