Examining Preschool Teachers' Perceptions of Children's Challenging Behavior: An Exploratory Study.
Saved in:
| Title: | Examining Preschool Teachers' Perceptions of Children's Challenging Behavior: An Exploratory Study. |
|---|---|
| Authors: | Stapleton, Elizabeth A.1 (AUTHOR) estapleton@massbay.edu |
| Source: | Preventing School Failure. 2026, Vol. 70 Issue 3, p157-166. 10p. |
| Subject Terms: | *Preschool teachers, *Teacher-student relationships, *Student engagement, *Teacher burnout, *Teacher education, *Early childhood education, Oppositional defiant disorder in children, Social context |
| Geographic Terms: | United States |
| Abstract: | The field of U.S. early education is affected by low wages, inadequate teacher preparation, and burnout. These barriers can alter the emotional climate of classrooms, disrupting children's ability to form close relationships with teachers and peers resulting in children being less engaged in learning. This presented sequential mixed methods study explored preschool teachers' perceptions of challenging behavior in their classrooms and its impact on relationships within the classroom community. Quantitative data was collected from 30 Massachusetts preschool teachers; three survey respondents participated in an interview detailing their perceptions about challenging behavior and student–teacher relationships. Findings suggest these preschool teachers do not feel adequately prepared to support challenging behaviors while feelings of isolation influence their ability to teach and form relationships with children exhibiting challenging behavior. [ABSTRACT FROM AUTHOR] |
| Copyright of Preventing School Failure 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 |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The field of U.S. early education is affected by low wages, inadequate teacher preparation, and burnout. These barriers can alter the emotional climate of classrooms, disrupting children's ability to form close relationships with teachers and peers resulting in children being less engaged in learning. This presented sequential mixed methods study explored preschool teachers' perceptions of challenging behavior in their classrooms and its impact on relationships within the classroom community. Quantitative data was collected from 30 Massachusetts preschool teachers; three survey respondents participated in an interview detailing their perceptions about challenging behavior and student–teacher relationships. Findings suggest these preschool teachers do not feel adequately prepared to support challenging behaviors while feelings of isolation influence their ability to teach and form relationships with children exhibiting challenging behavior. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 1045988X |
| DOI: | 10.1080/1045988X.2026.2643869 |
