Everyday Heroes: The Personal and Economic Stressors of Early Care and Education Teachers Serving Low-Income Children.
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| Title: | Everyday Heroes: The Personal and Economic Stressors of Early Care and Education Teachers Serving Low-Income Children. |
|---|---|
| Authors: | Johnson, Anna D.1 (AUTHOR) Anna.Johnson@georgetown.edu, Phillips, Deborah A.1 (AUTHOR), Partika, Anne1 (AUTHOR), Study Team, The Tulsa Seed1 (AUTHOR), Castle, Sherri2 (AUTHOR) |
| Source: | Early Education & Development. Oct2020, Vol. 31 Issue 7, p973-993. 21p. |
| Subject Terms: | *Teacher educators, *Career development, *Teachers' strikes & lockouts, Food security, Heroes |
| Abstract: | This study uses newly available data on low-income children and their teachers in a mixed-delivery, publicly funded early care and education (ECE) system to document the prevalence of personal and economic stressors that ECE teachers experience. We go on to explore whether these stressors are associated with child academic, self-regulatory, and social outcomes. Results indicate that ECE teachers in our sample report a high degree of personal and economic stressors – for instance, rates of depression and food insecurity are relatively high. Yet, these stressors' associations with child outcomes are often weak and inconsistent. Practice and policy: ECE teachers in publicly funded settings face high expectations but are paid astonishingly low wages, which may contribute to high stress. More research is needed to understand why the many stressors teachers report did not consistently predict child outcomes in this study. What enables teachers to compartmentalize or absorb their personal and economic stressors such that their students are protected from its impacts? How can this information be applied to professional development focused on improving teacher wellbeing? Regardless of associations with child outcomes, reducing stressors reported by ECE teachers is a worthy practice priority because children deserve healthy and economically secure teachers and a worthy policy priority from a human rights perspective. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 145497721 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Everyday Heroes: The Personal and Economic Stressors of Early Care and Education Teachers Serving Low-Income Children. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Johnson%2C+Anna+D%2E%22">Johnson, Anna D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> Anna.Johnson@georgetown.edu</i><br /><searchLink fieldCode="AR" term="%22Phillips%2C+Deborah+A%2E%22">Phillips, Deborah A.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Partika%2C+Anne%22">Partika, Anne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Study+Team%2C+The+Tulsa+Seed%22">Study Team, The Tulsa Seed</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Castle%2C+Sherri%22">Castle, Sherri</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Oct2020, Vol. 31 Issue 7, p973-993. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers'+strikes+%26+lockouts%22">Teachers' strikes & lockouts</searchLink><br /><searchLink fieldCode="DE" term="%22Food+security%22">Food security</searchLink><br /><searchLink fieldCode="DE" term="%22Heroes%22">Heroes</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study uses newly available data on low-income children and their teachers in a mixed-delivery, publicly funded early care and education (ECE) system to document the prevalence of personal and economic stressors that ECE teachers experience. We go on to explore whether these stressors are associated with child academic, self-regulatory, and social outcomes. Results indicate that ECE teachers in our sample report a high degree of personal and economic stressors – for instance, rates of depression and food insecurity are relatively high. Yet, these stressors' associations with child outcomes are often weak and inconsistent. Practice and policy: ECE teachers in publicly funded settings face high expectations but are paid astonishingly low wages, which may contribute to high stress. More research is needed to understand why the many stressors teachers report did not consistently predict child outcomes in this study. What enables teachers to compartmentalize or absorb their personal and economic stressors such that their students are protected from its impacts? How can this information be applied to professional development focused on improving teacher wellbeing? Regardless of associations with child outcomes, reducing stressors reported by ECE teachers is a worthy practice priority because children deserve healthy and economically secure teachers and a worthy policy priority from a human rights perspective. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=145497721 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2020.1785266 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 973 Subjects: – SubjectFull: Teacher educators Type: general – SubjectFull: Career development Type: general – SubjectFull: Teachers' strikes & lockouts Type: general – SubjectFull: Food security Type: general – SubjectFull: Heroes Type: general Titles: – TitleFull: Everyday Heroes: The Personal and Economic Stressors of Early Care and Education Teachers Serving Low-Income Children. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Johnson, Anna D. – PersonEntity: Name: NameFull: Phillips, Deborah A. – PersonEntity: Name: NameFull: Partika, Anne – PersonEntity: Name: NameFull: Study Team, The Tulsa Seed – PersonEntity: Name: NameFull: Castle, Sherri IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2020 Type: published Y: 2020 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 31 – Type: issue Value: 7 Titles: – TitleFull: Early Education & Development Type: main |
| ResultId | 1 |
