Work Climate in Early Care and Education and Teachers’ Stress: Indirect Associations through Emotion Regulation

Jeon, Lieny; Ardeleanu, Katherine

doi:10.1080/10409289.2020.1776809

Cited by 57 publications

(57 citation statements)

References 83 publications

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“…As awareness of the importance of early childhood teacher wellbeing increases, so too does the need to identify strategies for supporting the development of positive stress management strategies and coping skills. Teacher education and professional development interventions offer a potential avenue for supporting teachers' social-emotional competence and reducing their levels of stress within the classroom, therefore improving outcomes for children (Jeon et al, 2020;Lang, Jeon, Sproat, Brothers, & Buettner, 2020).…”

Section: Teacher Education To Support Social-emotional Competencementioning

confidence: 99%

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education

Tebben

Lang

Sproat

et al. 2021

Journal of Early Childhood Teacher Education

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Stress has been shown to negatively impact early childhood teachers' abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter-and intra-personal dimensions of early childhood teacher stress and applied the Stress Process model to teachers' experience of work-related stress. Results from this qualitative study suggest that teachers experience primary stressors associated with the work itself and interactions with others within the workplace. They also experience secondary stressors when their work interferes with other domains of their lives. Despite these stressors, teachers have developed a variety of coping strategies and created networks of social support to buffer the impact of stressors on their practice. These findings use teachers' own experiences to inform the types of pre-service training, professional development, and policy interventions that have the greatest potential to reduce ECE teacher stress and enable them to provide the highest quality early care and education for all children.

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Section: Teacher Education To Support Social-emotional Competencementioning

confidence: 99%

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education

Tebben

Lang

Sproat

et al. 2021

Journal of Early Childhood Teacher Education

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“…The articles in this issue cross a diverse range of topics. Several articles report on the results of descriptive studies of ECE professional stress and well-being (Berlin et al, 2020;Jeon & Ardeleanu, 2020;Johnson et al, 2020;Penttinen et al, 2020;Schaack et al, 2020;;Silver & Zinsser, 2020), including one that presents a theoretical framework supported by qualitative data (Rodriguez et al, 2020). Six articles report on the results of intervention studies involving in-service professional learning (Berlin et al, 2020;Lang et al, 2020;Sandilos et al, 2020;Silver & Zinsser, 2020;Susman-Stillman et al, 2020;Tanaka et al, 2020), and one study focuses on pre-service learning (Virmani et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Jennings

Jeon²,

Roberts

2020

Early Education and Development

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Early care and education (ECE) professionals' social and emotional well-being has emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout, which is threatening the quality of early childhood education and care. This article introduces the special issue devoted to understanding early childhood professionals' social and emotional competence and well-being and their relationship to program quality and child outcomes. The purposes of this special issue are to (a) describe the nature of ECE professionals' social and emotional competence and well-being, (b) understand the factors that contribute to ECE professionals' social and emotional competence and well-being, (c) understand to what extent and how ECE professionals' social and emotional competence and well-being impacts classroom quality as well as children's developmental outcomes, and (d) present evidence-based approaches that support ECE professionals' social and emotional competence and well-being. For the purposes of this issue, ECE professionals include early childhood educators (e.g., teachers or home-based child care providers), practitioners (e.g., home visitors, mental health consultants, specialists, etc.) and early childhood leaders (e.g., directors, principals, or administrators) who serve children from birth to third grade. In this introductory article we conclude with a discussion of implications of this research for future research, policy, and practice. Early care and education (ECE) professionals' social and emotional well-being has recently emerged as an area of focus for improving program quality. ECE professionals are experiencing increasing levels of stress and burnout which is threatening the quality of early childhood education and care. Furthermore, since the advent of the COVID-19 pandemic, educator well-being is now even more salient, as schools, childcare centers, and other providers try to figure out how to safely provide muchneed care for working families while protecting their workforce from the novel coronavirus. Indeed, we are on the verge of a childcare crisis. Providers, already operating with inadequate resources and with no financial cushion, cannot survive long closures, leaving educators without jobs, and parents without childcare (National Association for the Education of Young Children, 2020). Now, more than ever, early care and education professionals' well-being is paramount. Jennings and Greenberg (2009) prosocial classroom model highlights the importance of teachers' social and emotional competence and well-being in promoting healthy teacher-student relationships, effective classroom management, and effective social and emotional learning programs. ECE professionals' psychological well-being, such as depression, stress, burnout, and emotional competence (e.g., mindfulness, emotion regulation, coping, etc.) have been shown to relate to their practices and responsiveness in the ECE setting (

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“…La relevancia de estos resultados radica en que el liderazgo tiene su impacto efectivo tanto en los profesores como en los alumnos de los institutos educativos, debido a que el directivo tiene la capacidad de poder manejar su entorno de manera amigable, vinculando a toda la comunidad educativa delegando responsabilidades y disminuyendo los conflictos. De esta manera coincide con los criterios expuestos por Balda y Guzmán (2015) y Jeon & Ardeleanu (2020). quienes determinan que un liderazgo efectivo incide en un mejor desempeño laboral, tanto en la influencia, la dedicación y el estilo de direccionar los proyectos de ejecución pedagógica, identificando las estrategias, acciones y mecanismos para hacer que el personal docente y administrativo logren alcanzar los objetivos definidos por la institución educativa.…”

Section: Discussionunclassified

Liderazgo efectivo directivo y su incidencia en relaciones interpersonales docentes en Escuela José Mejía Lequerica

Parra

Silva

2020

593DPCEIT

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El liderazgo efectivo de los directivos juega un rol crítico dentro de las instituciones educativas, ya que es el factor predominante del cumplimiento de los estándares educativos, que ayuda a influenciar los modelos y las reformas que se deben ejecutar a fin de promover una educación de calidad. Este estudio tuvo como objetivo diseñar estrategias innovadoras de liderazgo efectivo que ayude a los directivos educativos a influir positivamente sobre las relaciones interpersonales de los docentes, con el fin de mejorar el clima laboral institucional. Para lo cual se utilizó un cuestionario tipo encuesta basadas en el liderazgo, que fueron tomadas del Manual de Evaluación de los estándares de calidad educativa del Ministerio de Educación del Ecuador. Los resultados indicaron que dentro de la unidad educativa se ejercía 4 tipos de liderazgo que son autoritario coercitivo con el 50%, autoritario benevolente con 25%, consultivo 15% y participativo con el 10%. Concluyendo que La implementación de un plan de liderazgo efectivo ayudó a la comunidad educativa de la Escuela Fiscal José María Lequerica a mejorar el clima laboral aumentando las competencias, facilitando el desarrollo y la divulgación del proyecto educativo institucional en beneficio de la sociedad, promoviendo la calidad educativa y aumentando la eficiencia en la realización de sus procesos.

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Work Climate in Early Care and Education and Teachers’ Stress: Indirect Associations through Emotion Regulation

Cited by 57 publications

References 83 publications

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education

Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education

Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being

Liderazgo efectivo directivo y su incidencia en relaciones interpersonales docentes en Escuela José Mejía Lequerica

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