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Early childhood teacher workplace stress and classroom practices.

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Title: Early childhood teacher workplace stress and classroom practices.
Authors: Natale, Ruby1 (AUTHOR) rnatale@med.miami.edu, Bailey, Jhonelle2 (AUTHOR), Kolomeyer, Ellen1 (AUTHOR), Futterer, Jenna2 (AUTHOR), Schenker, Maite1 (AUTHOR), Bulotsky-Shearer, Rebecca2 (AUTHOR)
Source: Journal of Early Childhood Teacher Education. Oct-Dec2023, Vol. 44 Issue 4, p897-914. 18p. 7 Charts.
Subject Terms: *Early childhood teachers, *Parent-child relationships, *Classroom environment, *Classrooms, *Self-contained classrooms, Job stress
Abstract: Teaching is a stressful profession given teachers' competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers' stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children's social-emotional and behavioral development. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Early Childhood Teacher Education 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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  Data: Early childhood teacher workplace stress and classroom practices.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Early+Childhood+Teacher+Education%22">Journal of Early Childhood Teacher Education</searchLink>. Oct-Dec2023, Vol. 44 Issue 4, p897-914. 18p. 7 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Parent-child+relationships%22">Parent-child relationships</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Classrooms%22">Classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-contained+classrooms%22">Self-contained classrooms</searchLink><br /><searchLink fieldCode="DE" term="%22Job+stress%22">Job stress</searchLink>
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  Data: Teaching is a stressful profession given teachers' competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers' stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children's social-emotional and behavioral development. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Early Childhood Teacher Education 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=174032363
RecordInfo BibRecord:
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        Value: 10.1080/10901027.2023.2185556
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        Text: English
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      – SubjectFull: Early childhood teachers
        Type: general
      – SubjectFull: Parent-child relationships
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      – SubjectFull: Classroom environment
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            NameFull: Natale, Ruby
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            NameFull: Bailey, Jhonelle
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              M: 10
              Text: Oct-Dec2023
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              Y: 2023
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