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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: Administration for Children & Families. 2024.
Availability: Administration for Children & Families. US Department of Health and Human Services, 370 L'Enfant Promenade SW, Washington, DC 20447. Web site: http://www.acf.hhs.gov/
Peer Reviewed: N
Page Count: 21
Publication Date: 2024
Contract Number: HHSP2332015000351
HHSP23337024T
Document Type: Reports - Research
Education Level: Early Childhood Education
Preschool Education
Descriptors: Federal Programs, Low Income Students, Social Services, Well Being, COVID-19, Pandemics, Health, Anxiety, Depression (Psychology), Stress Variables, Job Satisfaction, Preschool Teachers
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: ED673818
Database: ERIC
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  Data: 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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  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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