Head Start Teachers' Well-Being and Program Supports for Well-Being During the COVID-19 Pandemic: Fall 2021 to Spring 2022. Research Brief. OPRE Report #2024-094
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| Title: | Head Start Teachers' Well-Being and Program Supports for Well-Being During the COVID-19 Pandemic: Fall 2021 to Spring 2022. Research Brief. OPRE Report #2024-094 |
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| Language: | English |
| Authors: | Jessica F. Harding, Alex Baum, Addison Larson, Louisa Tarullo, Sara Bernstein, Administration for Children and Families (DHHS), Office of Planning, Research and Evaluation (OPRE), Mathematica |
| Source: | Office of Planning, Research and Evaluation. 2024. |
| Availability: | Office of Planning, Research and Evaluation. Administration for Children & Families, US Department of Health and Human Services, 330 C Street SW, Washington, DC 20201. Web site: https://www.acf.hhs.gov/opre |
| Peer Reviewed: | N |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Contract Number: | HHSP233201500035I HHSP23337024T |
| Document Type: | Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Federal Programs, Social Services, Low Income Students, Well Being, Early Childhood Teachers, COVID-19, Pandemics, Teaching Conditions, Health, Anxiety, Depression (Psychology), Stress Variables, Job Satisfaction, Intervention, Coping, Wages, Teacher Salaries, Teacher Employment Benefits, Mental Health, Physical Health, Stress Management, Teacher Attitudes |
| Laws, Policies and Program Identifiers: | Head Start |
| Abstract: | The well-being of Head Start teachers is essential to ensuring high-quality early care and education (ECE) and supporting children's development. The COVID-19 pandemic raised unique challenges to teachers' well-being. In this brief, the authors explore Head Start teachers' health, anxiety symptoms, depressive symptoms, stress, and job satisfaction; the supports programs offered and the ones teachers used; and the associations between teachers' well-being and those supports during the pandemic. The authors use data collected in fall 2021 and spring 2022 from the 2021-2022 Study of Family and Staff Well-Being in Head Start FACES Programs (the 2021-2022 Study), after nearly two years of the COVID-19 pandemic. The findings reveal insights about the well-being of Head Start teachers in the wake of the pandemic and ways to support their well-being. The data in this brief provide a window into the experiences of Head Start teachers who were able to respond to the survey in 2021-2022. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED666355 |
| Database: | ERIC |
| Abstract: | The well-being of Head Start teachers is essential to ensuring high-quality early care and education (ECE) and supporting children's development. The COVID-19 pandemic raised unique challenges to teachers' well-being. In this brief, the authors explore Head Start teachers' health, anxiety symptoms, depressive symptoms, stress, and job satisfaction; the supports programs offered and the ones teachers used; and the associations between teachers' well-being and those supports during the pandemic. The authors use data collected in fall 2021 and spring 2022 from the 2021-2022 Study of Family and Staff Well-Being in Head Start FACES Programs (the 2021-2022 Study), after nearly two years of the COVID-19 pandemic. The findings reveal insights about the well-being of Head Start teachers in the wake of the pandemic and ways to support their well-being. The data in this brief provide a window into the experiences of Head Start teachers who were able to respond to the survey in 2021-2022. |
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