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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
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
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  Data: 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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