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Associations Between Teacher Job Demands and Resources and Teacher-Child Relationships in Head Start Settings: A Cross-Sectional Study.

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Title: Associations Between Teacher Job Demands and Resources and Teacher-Child Relationships in Head Start Settings: A Cross-Sectional Study.
Authors: Pangalangan, Julia M. L.1 (AUTHOR) julia.pangalangan@cuanschutz.edu, Farewell, Charlotte V.1 (AUTHOR), Puma, Jini E.1 (AUTHOR)
Source: Early Childhood Education Journal. Mar2026, Vol. 54 Issue 3, p1477-1486. 10p.
Subject Terms: *Teachers' workload, *Teacher-student relationships, *Social development, *Psychological burnout, *Early childhood education, Labor turnover, Capacity building
Abstract: The early childcare education (ECE) workforce faces high demands and low resources, contributing to disproportionate rates of burnout and turnover. There is evidence that burnout and turnover intent in ECE teachers negatively impact the social-emotional development of the children in their care. This study aimed to investigate (1) if job demands were associated with perceived teacher-child conflict and closeness and (2) if resources at the individual-, organizational-, and community-level moderate the relationships between job demands and the quality of teacher-child relationships. The results supported that job demands were associated with teacher-child conflict. Individual-level resources were significantly associated with perceived teacher-child closeness (β = 0.18, p <.001) and there was a significant interaction between job demands and individual-level resources in predicting perceived teacher-child closeness (β = –0.21, p <.05). Individual resources, including modifiable traits such as psychological capital and self-efficacy, moderated the impact job demands have on the way ECE teachers perceived the relationships with the children in their care. This study provides practical implications for ECE professional development interventions, highlighting the importance of investing in individual-level resources. [ABSTRACT FROM AUTHOR]
Copyright of Early Childhood Education Journal is the property of Springer Nature 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: Associations Between Teacher Job Demands and Resources and Teacher-Child Relationships in Head Start Settings: A Cross-Sectional Study.
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  Data: &lt;searchLink fieldCode=&quot;JN&quot; term=&quot;%22Early+Childhood+Education+Journal%22&quot;&gt;Early Childhood Education Journal&lt;/searchLink&gt;. Mar2026, Vol. 54 Issue 3, p1477-1486. 10p.
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– Name: Abstract
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  Data: The early childcare education (ECE) workforce faces high demands and low resources, contributing to disproportionate rates of burnout and turnover. There is evidence that burnout and turnover intent in ECE teachers negatively impact the social-emotional development of the children in their care. This study aimed to investigate (1) if job demands were associated with perceived teacher-child conflict and closeness and (2) if resources at the individual-, organizational-, and community-level moderate the relationships between job demands and the quality of teacher-child relationships. The results supported that job demands were associated with teacher-child conflict. Individual-level resources were significantly associated with perceived teacher-child closeness (β = 0.18, p &lt;.001) and there was a significant interaction between job demands and individual-level resources in predicting perceived teacher-child closeness (β = –0.21, p &lt;.05). Individual resources, including modifiable traits such as psychological capital and self-efficacy, moderated the impact job demands have on the way ECE teachers perceived the relationships with the children in their care. This study provides practical implications for ECE professional development interventions, highlighting the importance of investing in individual-level resources. [ABSTRACT FROM AUTHOR]
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  Data: &lt;i&gt;Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder&#39;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.&lt;/i&gt; (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10643-025-01949-0
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        Text: English
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        StartPage: 1477
    Subjects:
      – SubjectFull: Teachers' workload
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Social development
        Type: general
      – SubjectFull: Psychological burnout
        Type: general
      – SubjectFull: Early childhood education
        Type: general
      – SubjectFull: Labor turnover
        Type: general
      – SubjectFull: Capacity building
        Type: general
    Titles:
      – TitleFull: Associations Between Teacher Job Demands and Resources and Teacher-Child Relationships in Head Start Settings: A Cross-Sectional Study.
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            NameFull: Pangalangan, Julia M. L.
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            NameFull: Farewell, Charlotte V.
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            NameFull: Puma, Jini E.
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              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
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