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Early Childhood Teacher Workplace Stress and Classroom Practices

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Title: Early Childhood Teacher Workplace Stress and Classroom Practices
Language: English
Authors: Natale, Ruby, Bailey, Jhonelle, Kolomeyer, Ellen, Futterer, Jenna, Schenker, Maite, Bulotsky-Shearer, Rebecca (ORCID 0000-0002-7974-0487)
Source: Journal of Early Childhood Teacher Education. 2023 44(4):897-914.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Descriptors: Early Childhood Teachers, Stress Variables, Work Environment, COVID-19, Pandemics, Classroom Environment, Mental Health, Teacher Student Relationship
Assessment and Survey Identifiers: Classroom Assessment Scoring System
DOI: 10.1080/10901027.2023.2185556
ISSN: 1090-1027
1745-5642
Abstract: Teaching is a stressful profession given teachers' competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers' stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children's social-emotional and behavioral development.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1403628
Database: ERIC
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  Value: <anid>AN0174032363;[15u7]01oct.23;2023Dec08.04:58;v2.2.500</anid> <title id="AN0174032363-1">Early childhood teacher workplace stress and classroom practices </title> <sbt id="AN0174032363-2">Introduction</sbt> <p>Teaching is a stressful profession given teachers' competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers' stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children's social-emotional and behavioral development.</p> <p>Early childhood experiences shape future quality of life, including health, economic, emotional, physical, and social outcomes (Choi, Wang, & Jackson, [<reflink idref="bib6" id="ref1">6</reflink>]). Responsive, nurturing relationships in safe, stimulating environments in the earliest years are at the foundation of healthy development (Leblanc, Dégeilh, Daneault, Beauchamp, & Bernier, [<reflink idref="bib26" id="ref2">26</reflink>]). In particular, a high-quality childcare environment has been proven to build children's basic skills in literacy, math, and science as well as their social and emotional health and behavior (Yoshikawa, Weiland, & Brooks-Gunn, [<reflink idref="bib59" id="ref3">59</reflink>]). Given that there are more than ten million children who receive early childhood care and education (ECCE), this is an important setting for development during their formative years (Whitebook, McLean, Austin, & Edwards, [<reflink idref="bib58" id="ref4">58</reflink>]). The COVID-19 pandemic has impacted ECCE centers and increased the stress and anxiety of essential ECCE teachers, who are tasked with providing quality services (Natale, Shearer, Agosto, & Jent, [<reflink idref="bib32" id="ref5">32</reflink>]). Recently published research related to the COVID-19 pandemic shows 2–3 times higher physical and behavioral symptoms of stress during COVID-19 as compared to before (Swigonski, James, Wynns, & Casavan, [<reflink idref="bib51" id="ref6">51</reflink>]). Therefore, it is essential to determine how teacher stress may impact the classroom environment and ways to mitigate stress and increase support so that teachers can maintain a nurturing environment of positive growth during stressful times, such as the pandemic.</p> <p>Teaching has long been considered a highly stressful profession (Lizana & Lera, [<reflink idref="bib27" id="ref7">27</reflink>]). Studies consistently document high levels of teacher stress in general (Chaplain, [<reflink idref="bib5" id="ref8">5</reflink>]; Harmsen, Helms-Lorenz, Maulana, & van Veen, [<reflink idref="bib19" id="ref9">19</reflink>]; Skaalvik & Skaalvik, [<reflink idref="bib48" id="ref10">48</reflink>]) and specifically in early childhood (Friedman-Krauss, Raver, Morris, & Jones, [<reflink idref="bib14" id="ref11">14</reflink>]; Zinsser, Bailey, Curby, Denham, & Bassett, [<reflink idref="bib61" id="ref12">61</reflink>]). Recently, COVID-19 has compounded baseline levels of stress due to the continually increasing requirements placed upon teachers (Cipriano, Rappolt-Schlichtmann, & Brackett, [<reflink idref="bib8" id="ref13">8</reflink>]; Lizana & Lera, [<reflink idref="bib27" id="ref14">27</reflink>]). Now, more than ever, early childhood teachers struggle with the pressures of maintaining a safe environment for children while delivering developmentally appropriate, child-focused classroom practices (Cipriano, Rappolt-Schlichtmann, & Brackett, [<reflink idref="bib8" id="ref15">8</reflink>]).</p> <p>Prolonged periods of stress can lead to a number of emotional or psychological problems for teachers, including higher levels of depression and anxiety (Lizana & Lera, [<reflink idref="bib27" id="ref16">27</reflink>]). These negative emotions may undermine teachers' sense of professional self-efficacy (Klassen & Chiu, [<reflink idref="bib24" id="ref17">24</reflink>]) which, in turn, can lead to poor job performance, burnout, and turnover (Ryan et al., [<reflink idref="bib43" id="ref18">43</reflink>]; Tsouloupas, Carson, Matthews, Grawitch, & Barber, [<reflink idref="bib53" id="ref19">53</reflink>]; Yu, Wang, Zhai, Dai, & Yang, [<reflink idref="bib60" id="ref20">60</reflink>]). Teacher stress can also affect the quality of the teacher-child relationship (Whitaker, Dearth-Wesley, & Gooze, [<reflink idref="bib57" id="ref21">57</reflink>]).</p> <p>Recognizing the influence that work conditions can have on teachers' wellbeing, attention has been turned to improving work environments for early childhood teachers (Smith & Lawrence, [<reflink idref="bib49" id="ref22">49</reflink>]). It is also important to note that the experience of stress is considered an aspect of well-being. Over the past decade, several investigators have explored the potential efficacy of utilizing IECMHC strategies with classroom teachers to manage job related stress (Davis, Barrueco, & Perry, [<reflink idref="bib11" id="ref23">11</reflink>]; Silver & Zinsser, [<reflink idref="bib47" id="ref24">47</reflink>]; Spielberger, Burkhardt, Herriott, & Winje, [<reflink idref="bib50" id="ref25">50</reflink>]). Several published programs, such as the Georgetown Framework of IECMHC have all demonstrated promising effects for ECCE teachers and children (Davis, Barrueco, & Perry, [<reflink idref="bib11" id="ref26">11</reflink>]; Natale, Shearer, Agosto, & Jent, [<reflink idref="bib32" id="ref27">32</reflink>]) for a review of professional trends and other emerging programs, see Perry, Allen, Brennan, and Bradley ([<reflink idref="bib37" id="ref28">37</reflink>]). IECMHC has also shown to be effective in reducing stress, and increasing perceived self-efficacy (Tanaka, Boyce, Chinn, & Murphy, [<reflink idref="bib52" id="ref29">52</reflink>]). Through IECMHC, a multi-level professional development and intervention model, trained consultants provide reflective consultation to address aspects of teacher knowledge, beliefs and practices, by establishing a collaborative relationship with centers and teachers (Gilliam, Maupin, & Reyes, [<reflink idref="bib16" id="ref30">16</reflink>]) The two elements of the intervention, consultancy relationship and reflective supervision, are found to be effective in building teacher trust and buy-in, and in improving teacher outcomes (Heller et al., [<reflink idref="bib20" id="ref31">20</reflink>]; Natale, Shearer, Agosto, & Jent, [<reflink idref="bib32" id="ref32">32</reflink>]). IECMHC is thought to reduce teacher stress by providing a supportive and reflective relationship with the teachers. The quality of the teacher-consultant relationship is the primary vehicle for change. However, absent from the literature is the link between teacher stress and classroom practices and if IECMHC has a defining role. A recent study suggests the need for more research on ECCE teacher's wellbeing to fill a gap in the literature and gain better insight into the impacts of stress on this vulnerable workforce (Swigonski, James, Wynns, & Casavan, [<reflink idref="bib51" id="ref33">51</reflink>]). Furthermore, specific aspects of teacher stress such as job demands, job resources and job stress have not been examined. There is also limited research regarding IECMHC and teacher stress in historically marginalized groups and ethnically, racially, and linguistically diverse populations.</p> <p>Further research must be conducted to mitigate teacher stress that may impact classroom practices. This research is especially lacking among ethnically, racially, and linguistically diverse populations. The purpose of the current study was to examine the effectiveness of an adapted version of IECMHC, Jump Start, on ECCE teacher stress and its relation to classroom practices. Jump Start was not designed to be a research study but rather as a community-wide implementation program. The following questions were proposed as it related to program implementation and improvement: (<reflink idref="bib1" id="ref34">1</reflink>) What is the effect of teacher participation in IECMHC on teacher-reported job stress (i.e., demand, resources, control)?; (<reflink idref="bib2" id="ref35">2</reflink>) What are associations between teacher-reported job stress and observed teacher-child interaction quality? and (<reflink idref="bib3" id="ref36">3</reflink>) What are associations between teacher-reported job stress and observed implementation of classroom practices that support children's social-emotional development?</p> <p>Based on prior research documenting the effectiveness of IECMHC in adult populations (see above), we expected that ECCE teachers that participated in the intervention program would show significant reductions in job stress over time and this reduction in stress would be associated with observed implementation of positive classroom practices. In addition, we expected that greater teacher-reported stress would be associated with lower scores on the Pre-K CLASS observation of teacher-child interaction quality, given prior research suggesting that greater teacher stress is associated with greater difficulty in providing emotionally supportive, well-organized, predictable and proactive classroom management strategies (Penttinen, Pakarinen, von Suchodoletz, & Lerkkanen, [<reflink idref="bib36" id="ref37">36</reflink>]; Smith & Lawrence, [<reflink idref="bib49" id="ref38">49</reflink>]). We expected that higher teacher-reported job stress would be associated with lower observed classroom social-emotional practices at the end of the intervention. There is limited literature on teacher stress among heterogeneous samples of teachers from diverse ethnic, racial and language backgrounds. However, variables that have been found to impact classroom practices relevant to our diverse study are teacher education (Gess-Newsome et al., [<reflink idref="bib15" id="ref39">15</reflink>]; Han & Neuharth-Pritchett, [<reflink idref="bib18" id="ref40">18</reflink>]), teacher age (Powney et al., [<reflink idref="bib40" id="ref41">40</reflink>]), and language spoken in the classroom (Raikes et al., [<reflink idref="bib41" id="ref42">41</reflink>]). As these are relevant demographic characteristics in the current study sample, they were used as covariates in the model.</p> <hd id="AN0174032363-3">Method</hd> <p></p> <hd id="AN0174032363-4">Framework</hd> <p>Our program, Jump Start, utilizes the Georgetown Framework of IECMHC, which is designed to build the capacity of childcare centers to address challenging behaviors as a means to reduce rates of childhood expulsion. A description of the IECMHC can be found elsewhere (Duran et al., [<reflink idref="bib12" id="ref43">12</reflink>]). Some modifications were made to the model to provide multi-level services that simultaneously focused program-level and classroom-level supports over a period of six-months and are summarized below (Natale, Shearer, Agosto, & Jent, [<reflink idref="bib32" id="ref44">32</reflink>]). The focus was on positive, reflective, and mutually collaborative relationships between highly qualified Mental Health Consultants and center directors and teachers. This reflective approach was part of the consultative stance that was infused throughout program-level and classroom-level consultations.</p> <p>Program-level consultations were provided to center directors with a focus on policies regarding expulsion, suspension, behavioral guidance, and worksite wellness. Consultants met with the directors and created a mutually agreed upon action plan. Goals were set for the short-, intermediate-, and long-terms and were based on the consultant's rating of various programmatic observations in collaboration with the participant's own desire to establish particular goals. Within the IECMHC framework, consultants' varied roles are aimed at supporting the center or consultee in meeting their objectives or in solving a problemCenter of Excellence for Infant & Early Childhood Mental Health Consultation ([<reflink idref="bib4" id="ref45">4</reflink>])</p> <p>Classroom-level consultations were provided to teachers with a focus on self-care and providing a positive classroom climate. Consultants worked with teachers to improve the care offered to children in their classroom by identifying attitudes, beliefs, practices, and conditions that may be undermining the quality of the relationships between teachers and children. A collaborative action plan was developed using the HERS-C with the teachers to individualize services to each classroom. Using a social-cultural lens, consultants empowered directors and teachers to meet goals set forth in the action plan. In order to promote a social-cultural lens, consultants were trained to be culturally attuned and trusted allies in creating safe spaces to understand culture. Consultants were matched to center and teacher demographic characteristics so that intervention was provided by a practitioner knowledgeable in the preferred language and culture of the program (e.g., Spanish, Creole, or English).</p> <p>The first step was to conduct a needs assessment to build on existing strengths and co-create goals to promote the overall social-emotional environment of the centers. Social-emotional competence and teacher job stress assessments were conducted as a part of the needs assessment at baseline and the end of the six-month intervention. An Action Plan was developed collaboratively based on the needs assessment direct observation with goals based on 4 program pillars with an emphasis on reducing teacher stress. The pillars were: Self-Care (focused on mindfulness and discussed teachers' feelings and their reactions to stress and worries), Communication (focused on addressing barriers to parent communication), Positive Behavior Support (focused on increased teacher capacity to address challenging behaviors, commitment to social-emotional learning in classrooms, as well as by identification and regulation of children's difficulties with self-control, attachment, and initiative), and Safety planning (to prepare for physical and emotional safety by developing a resilience plan). Goals and strategies were created for each pillar as discussed above.</p> <p>In alignment with the Georgetown Framework of IECMHC, achievement of these goals is accomplished by taking the "consultative stance" (Hunter, Davis, Perry, & Jones, [<reflink idref="bib21" id="ref46">21</reflink>]). Instead of approaching each situation with pre-conceived notions of what to do, consultants constantly reflect on what they are hearing and seeing to set an appropriate course for intervention. Consultants also strive to help consultees become reflective by modeling this practice and promoting reflective thinking.</p> <hd id="AN0174032363-5">Sample</hd> <p>The sample consisted of 99 ECCE programs and 250 teachers who completed the first year of the Jump Start program. Directors and teachers represented a representative range of cultural, ethnic, and linguistic backgrounds. There were approximately 312 ECCEs that were eligible to participate based on the inclusion criteria that they must be a Thrive by 5 Center all located within the low-income census tract of Miami-Dade County. Thrive by 5 consists of childcare centers and family childcare homes who are part of an initiative designed to improve the quality of care and education services in low-income neighborhoods throughout the county. Of the participating teachers, about 78% were preschool teachers and 22% were toddler teachers. Seventy-six percent of teachers were Hispanic, 16.4% were non-Hispanic Black, and 5.2% other (e.g., non-Hispanic White, Haitian, and other). Other demographics can be found in Table 1. Twenty six mental Health Consultants delivered the Jump Start intervention. They had similar demographic characteristics as the teachers. For example. 69.2% identified as Hispanic, 23.1% identified as Non-Hispanic Black, and 7.7% identified as Haitian. Other demographic characteristics of the consultants can be found in Table 2.</p> <p>Table 1. Teacher demographics.</p> <p> <ephtml> <table><thead><tr><td>Demographic Variable</td><td>Percent (%) of Teachers</td></tr></thead><tbody><tr><td><italic>Gender</italic></td><td /></tr><tr><td> Female</td><td>97.6%</td></tr><tr><td><italic>Race/Ethnicity</italic></td><td /></tr><tr><td> Hispanic</td><td>76.0%</td></tr><tr><td> Non-Hispanic Black</td><td>16.4%</td></tr><tr><td> Other (non-Hispanic White, Haitian, other)</td><td>5.2%</td></tr><tr><td><italic>Primary Language</italic></td><td /></tr><tr><td> Spanish</td><td>67.2%</td></tr><tr><td> English</td><td>29.6%</td></tr><tr><td> Other</td><td>1.2%</td></tr><tr><td><italic>Education</italic></td><td /></tr><tr><td> High School Diploma</td><td>28.8%</td></tr><tr><td> Some College or Associate's Degree</td><td>40.8%</td></tr><tr><td> Bachelor's Degree or Higher</td><td>28.0%</td></tr></tbody></table> </ephtml> </p> <p>Table 2. Mental health consultant demographics.</p> <p> <ephtml> <table><thead><tr><td>Demographic Variable</td><td>Percent (%) of Consultants</td></tr></thead><tbody><tr><td><italic>Gender</italic></td><td /></tr><tr><td> Female</td><td>100%</td></tr><tr><td><italic>Race</italic></td><td /></tr><tr><td> White</td><td>73.1%</td></tr><tr><td> Black</td><td>19.3%</td></tr><tr><td> Multiracial</td><td>3.8%</td></tr><tr><td> Other</td><td>3.8%</td></tr><tr><td><italic>Ethnicity</italic></td><td /></tr><tr><td> Hispanic</td><td>69.2%</td></tr><tr><td> Non-Hispanic</td><td>23.1%</td></tr><tr><td> Haitian</td><td>7.7%</td></tr><tr><td><italic>Languages Spoken</italic></td><td /></tr><tr><td> Spanish</td><td>65.4%</td></tr><tr><td> English</td><td>100%</td></tr><tr><td> Creole</td><td>3.8%</td></tr></tbody></table> </ephtml> </p> <hd id="AN0174032363-6">Procedures</hd> <p>Given this was a grant-funded program, the scope allowed us to enroll 100 ECCE programs in the first year (December 2018-December 2019) which were chosen from a list provided by the funding agencies as those ECCE programs who participate in the County's Thrive by Five Initiative. Thrive by Five is an early learning quality improvement system designed to prepare children for kindergarten, focused on developing basic skills in literacy, math and science, as well as social and emotional health and behavior. In addition, the grant scope allowed for the inclusion of 2–3 teachers per center thus arriving at 250 teachers in the sample. The teachers who participated were chosen based on the criteria that the teacher had at least one child in their classroom identified as having a challenging behavior and expressed an interest in working with an IECMH consultant. These 99 ECCE programs were chosen to be enrolled in Jump Start by dividing the county into three regions (north, central, and south) and by recruiting providers from each of these regions to ensure equal distribution throughout the county. Services were provided in English, Spanish, and Creole. 96% of the programs were childcare centers and 4% family childcare homes.</p> <p>Jump Start services were provided for up to six-months. All ECCE centers were enrolled at baseline within one-month, and post data were collected after six-months. Consultants spent one day per week (4–6 hours) at each of the four centers on their caseload over the course of 6 months. This equated to approximately 72 hours of consultation for each center. Approximately one hour per day was spent with the director providing program-level consultations. Three to five hours per day were spent providing classroom-level consultation. For family childcare homes, given that the director was also the teacher, the focus was on providing a combination of program- and classroom-level consultations within the three to five hours spent in the home. Consultants were assigned to centers based on a previously established relationship or by cultural and linguistic matching. Consultants administered assessment measures at the beginning and end of the six-month intervention. All measures were administered at the same timepoints.</p> <hd id="AN0174032363-7">Mental health consultants</hd> <p>The Mental Health Consultants were instrumental in the intervention. Consultants were master's level professionals with backgrounds in early childhood education or mental health and who were employed for the purpose of this IECMHC program. In addition to their educational background, consultants participated in an 88-hour Infant Mental Health training program that qualified them for Infant Mental Health Endorsement from the state's Association for Infant Mental Health.</p> <hd id="AN0174032363-8">Measures</hd> <p>The Child Care Worker Job Stress Inventory (Curbow, Spratt, Ungaretti, McDonnell, & Breckler, [<reflink idref="bib9" id="ref47">9</reflink>]) was used to measure teachers' stress pre- and post-consultation. The 17-item teacher-report measure is a well-validated tool used in ECCE programs, comprising three different domains: Job Demands, Job Resources, and Job Control (Cronbach's alpha = 0.77, 0.88, 0.89, respectively). Job Demands includes items including demands on teachers for staying late for parents to pick up their children, parents bringing children to school sick, feeling underpaid, and working long hours. Job Resources includes items measuring teachers' feelings of appreciation and respect, emotional support, closeness with children, and that the work they are doing matters. Job Control includes items measuring the extent to which teachers feel control over their work schedule, daily activities, availability of supplies, how much they are paid, and parent communication and engagement. This measure was of interest given the impact of job stress on burnout, low job satisfaction, and negative emotional responses toward children in the classroom, all of which may impact teachers' effectiveness in supporting young children's social-emotional development and learning.</p> <p>The Classroom Assessment Scoring System (CLASS) for Toddlers (La Paro, Hamre, & Pianta, [<reflink idref="bib25" id="ref48">25</reflink>]) and for Pre-K (Pianta, La Paro, & Hamre, [<reflink idref="bib39" id="ref49">39</reflink>]) measured the quality of teachers' interaction skills with the children in their classroom and was completed pre- and post-consultation. The CLASS assessed a variety of domains including emotional support, behavioral support, classroom organization, and learning support given the underlying rationale that teacher-child interaction is vital to child development and learning. At the toddler level, the CLASS focused on encouraging children's autonomy while supporting children to connect their learning and regulate their behavior. At the Pre-K level, the CLASS promoted teachers' support of children's learning and exploration, developing language and cognitive skills, and enhancing the classroom environment to help these abilities expand.</p> <p>The HERS-C was created to measure the impact of the IECMHC services given that no previous tool exists. Therefore, it was developed to align with the IECMCH core competencies based on NAEYC and DEC standards (Cimino, Forrest, Smith, & Stainback-Tracy, [<reflink idref="bib7" id="ref50">7</reflink>]) so that individualized progress monitoring could be obtained for each teacher. The HERS-C also assisted with the creation of an individualized action plan to set goals and measure the skills that early care and education providers need in order to promote optimal social-emotional development of young children. It also measured teachers' ability to handle classroom behaviors and maintain a healthy classroom environment, as well as the level of communication between the teachers and families. The HERS-C aligned with evidence-based competencies for promoting core social-emotional development and addressing challenging behavior in childcare centers (Cimino, Forrest, Smith, & Stainback-Tracy, [<reflink idref="bib7" id="ref51">7</reflink>]) and was administered pre- and post-consultation services. The measure included infant mental health practices taught such as child coping strategies, class furnishings, behavior management, teacher-parent relationships, physical health/nutrition, and cultural competency. In the present study, three domains theoretically linked to social behavioral outcomes were included: infant mental health (Cronbach's alpha=.83), behavior management (Cronbach's alpha=.84), and teacher-parent relationships (<emph>r</emph> =.58) were examined. The HERS-C domains are rated on a 7-point Likert scale ranging from <emph>Little or No Implementation (<reflink idref="bib1" id="ref52">1</reflink>)</emph> to <emph>Excellent Implementation (<reflink idref="bib7" id="ref53">7</reflink>)</emph>. Preliminary reliability and validity evidence suggest adequate associations as compared to the CLASS. HERS subscales were positively associated with CLASS-PK domains, providing evidence for convergent validity. Infant mental health, behavior management and teacher-parent subscales were correlated with CLASS Emotional Support, (r's=.43,.52, and.19, respectively), and infant mental health and behavior management were correlated with CLASS Classroom Organization, (r's=.43,.60).</p> <hd id="AN0174032363-9">Data analytic plan</hd> <p>Descriptive statistics were examined for normality, outliers, and assumptions of all variables. Bivariate correlations were examined between all independent and dependent variables included in the analytic models.</p> <hd id="AN0174032363-10">Changes in teacher-reported job stress over time</hd> <p>For research question 1 examining changes from Time 1 to Time 2 in teacher-reported job stress, three repeated measures ANOVAs were conducted using Statistical Package for the Social Sciences Version 26 (SPSS; IBM Corp, 2019) to examine the effect of teacher participation in IECMHC on teacher-reported job demands, job resources, and job control respectively. Teacher covariates included age (continuous), preferred language (English = 0, non-English = 1), and highest level of education (Bachelors or above = 1). These covariates were utilized due to the unique nature of diverse sample and also based on the literature regarding mediators and moderators that impact teacher practices. Additional t-tests were conducted to descriptively examine mean differences of the 51 individual items related to Job demands, Job resources, and Job control for teachers who participated in IECMHC for the purposes of using this information as part of a formative evaluation to provide consultants with insight into more specific impacts of consultation. Given the large number of t-tests, a more stringent p value was used in the analysis. As part of a formative evaluation, these items were used to learn more about teacher stress and inform the practice of the curriculum and were complementary to the analyses to explore the trends.</p> <hd id="AN0174032363-11">Associations between teacher-reported job stress and observed teacher-child interaction quali...</hd> <p>For research questions 2 and 3, to examine associations between teacher-reported Job stress (demands, resources, control) and (a) observed teacher-child interaction quality (CLASS-Prekindergarten) and (b) observed implementation of classroom practices that support children's social-emotional development (HERS), a series of path models (multiple regression analyses) were conducted in Mplus Version 8 (Muthén & Muthén, [<reflink idref="bib31" id="ref54">31</reflink>]). The syntax command, TYPE = COMPLEX was used to adjust the standard errors for the parameters using the center level as the clustering unit to account for the nested structure of the data, as classroom outcome scores were nested within centers.</p> <p>For research question 2, models examined the independent contribution of teacher-reported Job Stress (demands, resources, control), controlling for teacher covariates (age as a continuous variable, preferred language English = 0, non-English = 1, and highest level of education, Bachelors or above = 1) on the CLASS-prekindergarten domains (Emotional Support, Classroom Organization, and Instructional Support). Because the sample sizes were small for the toddler CLASS, the associations were examined using bivariate correlations.</p> <hd id="AN0174032363-12">Associations between teacher-reported job stress and observed implementation of classroom pra...</hd> <p>For research question 3, models examined the independent contribution of teacher-reported Job stress (demands, resources, control), controlling for the same teacher demographic variables, and including time 1 respective HERS subscales, in the prediction of the HERS observation scores at time 2 (Support for Infant Mental Health, Behavior Management, Teacher-Parent Relationship).</p> <p>Missing data was addressed by using full information maximum likelihood (FIML) estimation (Baraldi & Enders, [<reflink idref="bib1" id="ref55">1</reflink>]). FIML uses all available data for each case when estimating parameters, and in recent simulation studies, has been shown to be unbiased when data are missing at random and to be robust to non-normal distributions (Enders, [<reflink idref="bib13" id="ref56">13</reflink>]; Schafer & Graham, [<reflink idref="bib45" id="ref57">45</reflink>]).</p> <hd id="AN0174032363-13">Results</hd> <p></p> <hd id="AN0174032363-14">Descriptive statistics</hd> <p>Variables were examined for outliers, homoscedasticity, and kurtosis. No assumptions of normality were violated. Table 3 presents descriptive statistics for teacher- and classroom observation variables. Tables 4 and 5 present bivariate correlations among teacher stress and classroom observation variables.</p> <p>Table 3. Descriptive statistics of teacher variables.</p> <p> <ephtml> <table><thead><tr><td>Measure</td><td>Time 1</td><td>Time 2</td></tr><tr><td /><td><italic>n</italic></td><td><italic>Mean</italic></td><td>SD</td><td>Range</td><td><italic>n</italic></td><td><italic>Mean</italic></td><td>SD</td><td>Range</td></tr></thead><tbody><tr><td>CWJS</td><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td> Demand</td><td>247</td><td>2.95</td><td>0.57</td><td>4.00</td><td>181</td><td>2.88</td><td>0.55</td><td>2.94</td></tr><tr><td> Resources</td><td>247</td><td>4.43</td><td>0.53</td><td>4.00</td><td>181</td><td>4.50</td><td>0.49</td><td>2.41</td></tr><tr><td> Control</td><td>247</td><td>3.02</td><td>0.69</td><td>3.65</td><td>181</td><td>3.13</td><td>0.73</td><td>3.29</td></tr><tr><td>CLASS Pre-K</td><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td> Emotional Support</td><td>112</td><td>4.89</td><td>0.94</td><td>4.89</td><td>60</td><td>4.90</td><td>0.75</td><td>3.19</td></tr><tr><td> Classroom Organization</td><td>112</td><td>4.31</td><td>1.26</td><td>4.70</td><td>60</td><td>4.80</td><td>1.05</td><td>4.30</td></tr><tr><td> Instructional Support</td><td>113</td><td>2.72</td><td>1.01</td><td>4.80</td><td>60</td><td>3.19</td><td>0.86</td><td>4.20</td></tr><tr><td>CLASS Toddler</td><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td> Emotional & Behavioral Support</td><td>57</td><td>5.37</td><td>0.83</td><td>3.95</td><td>21</td><td>5.50</td><td>0.53</td><td>2.40</td></tr><tr><td> Engaged Support for Learning</td><td>57</td><td>2.98</td><td>0.92</td><td>4.42</td><td>21</td><td>3.93</td><td>0.71</td><td>2.47</td></tr><tr><td>HERS</td><td /><td /><td /><td /><td /><td /><td /><td /></tr><tr><td> Infant Mental Health</td><td>213</td><td>22.57</td><td>5.01</td><td>27.00</td><td>149</td><td>29.85</td><td>4.99</td><td>28.00</td></tr><tr><td> Behavior Management</td><td>224</td><td>29.30</td><td>6.45</td><td>33.00</td><td>155</td><td>39.13</td><td>7.00</td><td>38.00</td></tr><tr><td> Teacher-Parent Relationship</td><td>240</td><td>8.39</td><td>2.09</td><td>12.00</td><td>179</td><td>10.43</td><td>1.89</td><td>8.00</td></tr></tbody></table> </ephtml> </p> <p>1 CWJS = Childcare Worker Job Stress Inventory.</p> <ulist> <item>2 CLASS = Classroom Assessment Scoring System.</item> <item>3 HERS = Health Environment Rating Scale.</item> </ulist> <p>Table 4. Correlations between childcare job stress inventory (cwjs) and observed implementation of classroom practices (HERS-C).</p> <p> <ephtml> <table><thead><tr><td>Variable</td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td><td>6</td><td>7</td></tr></thead><tbody><tr><td>1. Job Stress</td><td>–</td><td /><td /><td /><td /><td /><td /></tr><tr><td>2. Job Resources</td><td>−0.22**</td><td>–</td><td /><td /><td /><td /><td /></tr><tr><td>3. Job Control</td><td>−0.28**</td><td>0.47**</td><td>–</td><td /><td /><td /><td /></tr><tr><td>4. Infant Mental Health</td><td>−0.09</td><td>0.23**</td><td>0.22**</td><td>–</td><td /><td /><td /></tr><tr><td>5. Classroom Furnishings</td><td>−0.14</td><td>0.19*</td><td>0.32**</td><td>0.59**</td><td>–</td><td /><td /></tr><tr><td>6. Behavior Management</td><td>−0.09</td><td>0.26**</td><td>0.34**</td><td>0.80**</td><td>0.62**</td><td>–</td><td /></tr><tr><td>7. Teacher-Parent Relationship</td><td>−0.09</td><td>0.17*</td><td>0.18*</td><td>0.54**</td><td>0.56**</td><td>0.60**</td><td>–</td></tr></tbody></table> </ephtml> </p> <ulist> <item>4 Note. Time point 1 was used for variables 1–3 and time point 2 was used for variables 4–9.</item> <item>5 *p < 0.05, **p < 0.01.</item> </ulist> <p>Table 5. Correlations between childcare job stress inventory (cwjs) and teacher-child interactions (CLASS).</p> <p> <ephtml> <table><thead><tr><td>Variable</td><td>1</td><td>2</td><td>3</td><td>4</td><td>5</td><td>6</td></tr></thead><tbody><tr><td>1. Job Stress</td><td>–</td><td /><td /><td /><td /><td /></tr><tr><td>2. Job Resources</td><td>−0.33**</td><td>–</td><td /><td /><td /><td /></tr><tr><td>3. Job Control</td><td>−0.36**</td><td>0.64**</td><td>–</td><td /><td /><td /></tr><tr><td>4. Pre-K Emotional Support</td><td>−0.19</td><td>0.11</td><td>0.18</td><td>–</td><td /><td /></tr><tr><td>5. Pre-K Classroom Organization</td><td>−0.24</td><td>0.49**</td><td>0.41**</td><td>0.32*</td><td>–</td><td /></tr><tr><td>6. Pre-K Instructional Support</td><td>−0.17</td><td>0.31*</td><td>0.27*</td><td>0.33*</td><td>0.63**</td><td>–</td></tr></tbody></table> </ephtml> </p> <ulist> <item>6 *<emph>p</emph> <.05, **<emph>p</emph> <.01.</item> <item>7 <emph>Note</emph>. Time point 1 was used for variables 1–3 and time point 2 was used for variables 4–6.</item> </ulist> <hd id="AN0174032363-15">Changes in teacher-reported job stress over time</hd> <p>Results of the repeated measures ANOVAs indicated no significant differences in teacher-reported Job demands (<emph>F</emph>(<reflink idref="bib1" id="ref58">1</reflink>, 171) = 2.42, <emph>p</emph> =.12), Job resources (<emph>F</emph>(<reflink idref="bib1" id="ref59">1</reflink>, 171) = 0.01, <emph>p</emph> =.93), or job control (<emph>F</emph>(<reflink idref="bib1" id="ref60">1</reflink>, 171) = 1.62, <emph>p</emph> =.21).</p> <hd id="AN0174032363-16">Associations between teacher-reported job stress and observed teacher-child interaction quali...</hd> <p>Controlling for teachers' age, preferred language, and highest level of education using multiple regressions, none of the three teacher-reported stress variables, Job demands (B = −0.19, <emph>p</emph> =.14), Job resources (B = 0.11, <emph>p =</emph> 0.39), or Job control (B = 0.18, <emph>p</emph> =.17), were associated with classroom emotional support. Controlling for teachers' age, preferred language, and highest level of education, teacher-reported Job resources (B = 0.65, <emph>p</emph> <.05) was positively associated with observed classroom organization. Controlling for teachers' age, preferred language, and highest level of education, none of the three teacher-reported stress variables were associated with observed classroom instructional support (See Table 6 for parameter estimates).</p> <p>Table 6. Regression estimates (standard errors) for the associations between teacher job stress and observed teacher-child interaction quality (CLASS).</p> <p> <ephtml> <table><thead><tr><td /><td>Pre-K CLASS Domains (Time 2)</td></tr><tr><td>Predictors</td><td>Emotional Support</td><td>Classroom Organization</td><td>Instructional Support</td></tr></thead><tbody><tr><td><italic>Demographics</italic></td><td /><td /><td /></tr><tr><td> Age</td><td>−0.001 (0.01)</td><td>−0.003 (0.01)</td><td>0.002 (0.01)</td></tr><tr><td> Not English (Primary Language)</td><td>−0.07 (0.22)</td><td>0.25 (0.29)</td><td>−0.16 (0.23)</td></tr><tr><td> Bachelor's Degree or Above</td><td>0.31 (0.16)</td><td>0.21 (0.22)</td><td>0.01 (0.22)</td></tr><tr><td><italic>Teacher Job Stress</italic></td><td /><td /><td /></tr><tr><td> Job Demands</td><td>−0.21 (0.18)</td><td>−0.09 (0.21)</td><td>−0.09 (0.21)</td></tr><tr><td> Job Resources</td><td>−0.03 (0.21)</td><td>0.65 (0.27)*</td><td>0.37 (0.26)</td></tr><tr><td> Job Control</td><td>0.12 (0.14)</td><td>0.20 (0.15)</td><td>0.11 (0.15)</td></tr></tbody></table> </ephtml> </p> <p>8 <emph>Note</emph>. CLASS = Classroom Assessment Scoring System; *<emph>p</emph> <.05, **<emph>p</emph> <.01.</p> <p>Because the sample size for the classrooms observed using the CLASS-toddler was small, bivariate correlations were examined. There were no significant associations between the three teacher stress variables and the toddler CLASS domains of Emotional and Behavioral Support, and Engaged Support for Learning.</p> <hd id="AN0174032363-17">Associations between Teacher-Reported Job Stress and Observed Implementation of Classroom Pra...</hd> <p> <emph>Three</emph> models were estimated, predicting observed classroom practices on the HERS Infant Mental Health, Behavior Management, and Teacher-Parent Relationships. Controlling for teachers' age, preferred language, and highest level of education, and time 1 HERS Infant Mental Health subscale, Job Control (B = 1.38, <emph>p</emph> =.02), was positively associated with time 2 HERS Infant Mental Health subscale scores. Controlling for teachers' age, preferred language, and highest level of education, and time 1 HERS Behavior Management subscale, Job control (B = 2.73, <emph>p</emph> <.001), was positively associated with time 2 HERS Behavior Management subscale scores. Controlling for teachers' age, preferred language, and highest level of education, and time 1 HERS Teacher-parent Relationships subscale, none of the teacher stress variables were significantly associated with time 2 HERS Teacher-parent Relationships subscale scores, however, Job control (B = 0.43, <emph>p</emph> =.08) was associated at a trend level (See Table 7 for parameter estimates).</p> <p>Table 7. Regression estimates (standard errors) for the associations between teacher job stress and observed implementation of classroom practices (HERS).</p> <p> <ephtml> <table><thead><tr><td /><td>HERS Subscales (Time 2)</td></tr><tr><td>Predictors</td><td>Infant Mental Health</td><td>Behavior Management</td><td>Teacher-Parent Relationships</td></tr></thead><tbody><tr><td><italic>Demographics</italic></td><td /><td /><td /></tr><tr><td> Age</td><td>0.004 (0.03)</td><td>−0.01 (0.04)</td><td>0.002 (0.01)</td></tr><tr><td> Not English (Primary Language)</td><td>0.19 (0.92)</td><td>0.70 (1.45)</td><td>0.23 (0.32)</td></tr><tr><td> Bachelor's Degree or Above</td><td>1.78 (0.74)*</td><td>2.00 (1.09)</td><td>2.00 (1.09)</td></tr><tr><td><italic>HERS Subscales (Time 1)</italic></td><td /><td /><td /></tr><tr><td> Infant Mental Health</td><td>0.45 (0.06)***</td><td>-</td><td>-</td></tr><tr><td> Behavior Management</td><td>-</td><td>0.43 (0.07)***</td><td>-</td></tr><tr><td> Teacher-Parent Relationships</td><td>-</td><td>-</td><td>0.32 (0.06)***</td></tr><tr><td><italic>Teacher Job Stress</italic></td><td /><td /><td /></tr><tr><td> Job Demands</td><td>−0.73 (0.67)</td><td>−0.82 (0.91)</td><td>−0.25 (0.26)</td></tr><tr><td> Job Resources</td><td>−0.40 (0.84)</td><td>−1.05 (1.14)</td><td>−0.07 (0.26)</td></tr><tr><td> Job Control</td><td>1.38 (0.58)*</td><td>2.73 (0.92)**</td><td>0.43 (0.25)<sup>t</sup></td></tr></tbody></table> </ephtml> </p> <p>9 <emph>Note</emph>. HERS = Health Environment Rating Scale – Classroom; *<emph>p</emph> <.05, **<emph>p</emph> <.01.</p> <hd id="AN0174032363-18">Discussion</hd> <p>Difficulties in managing general professional stress are frequently cited as one of the primary factors contributing to teacher attrition (Darling-Hammond, [<reflink idref="bib10" id="ref61">10</reflink>]; Kavanagh & Bower, [<reflink idref="bib23" id="ref62">23</reflink>]; Maslach & Jackson, [<reflink idref="bib28" id="ref63">28</reflink>]; Montgomery & Rupp, [<reflink idref="bib30" id="ref64">30</reflink>]) and over time, can lead to professional burnout (Tsouloupas, Carson, Matthews, Grawitch, & Barber, [<reflink idref="bib53" id="ref65">53</reflink>]). IECMHC may be one way to assist teachers with coping with common job-related stressors. Greater teacher stress was associated with less organized classrooms, more difficulty for teachers with managing child behaviors, and engaging in fewer social-emotional practices. Job stress was associated with the quality of teacher-child interactions particularly for the Pre-K classrooms at the beginning of the study as well as over time. In particular, Job Control was associated with changes in the classroom environment.</p> <hd id="AN0174032363-19">Changes in teacher-reported job stress over time</hd> <p>The intervention approach utilizing Infant/Early Childhood Mental Health Consultation (IECMHC) was designed to support teachers in maintaining a positive classroom climate (Meek & Gilliam, [<reflink idref="bib29" id="ref66">29</reflink>] and not solely on teacher stress, as the interventions mostly focused on the teachers' behavior and not on their well-being. Self-care and mindfulness are important aspects of well-being, but emerging research suggests that the context (in addition to individual elements) is also important (Ouellette et al., [<reflink idref="bib34" id="ref67">34</reflink>]). While there was a general trend in the reductions of job stress over time, a more focused approach that considers individual elements as well as a larger sample may have shown stronger associations with the expected variables.</p> <hd id="AN0174032363-20">Associations between teacher-reported job stress and observed teacher-child interaction quali...</hd> <p>It was also predicted that reductions in teacher stress would impact the implementation of positive social-emotional classroom practices. This finding was partially confirmed as it related to pre-k classrooms. Job Resources were associated with teacher classroom organization. While prior research shows that there is a relationship between teacher stress and classroom environment, IECMHC was not found to be effective in changing teacher stress or the classroom environment (Gilliam, Maupin, & Reyes, [<reflink idref="bib16" id="ref68">16</reflink>]). This discrepancy in findings could be due to a difference in the IECMHC approaches. Prior research was focused on classroom-level consultations over eight weeks. The current program was designed to be multi-level and address classroom-level and program-level social-emotional environments over six-months. In addition, the Jump Start program was unique in its use of four program pillars (Communication, Self-Care, Behavior Support, and Safety) that were tied to action planning based on the HERS. This form of goal setting with strategies may have helped teachers achieve success in attaining goals which may have reduced stress. It is important to recognize that there may have been additional difficulties that may be outside of the teachers' control (i.e. pay) and in which mental health consultation had less opportunity to intervene at the classroom-level, explaining the difference in findings. Additionally, in the current study, a control was not utilized and thus a causal relationship regarding the impacts of IECMHC cannot be confirmed.</p> <p>Furthermore, as anticipated, teachers' perceived work stress predicted the teacher classroom organization particularly for the pre-k classrooms. This finding has been corroborated by other research in Head Start classrooms, where higher teacher-reported self-efficacy and feelings of school support were associated with higher observed classroom emotional support, instructional support, and classroom organization (Bulotsky-Shearer, Wen, Faria, Hahs-Vaughn, & Korgmacher, [<reflink idref="bib2" id="ref69">2</reflink>]). Another early childhood study found that teacher-perceived work climate variables (i.e., work situations, support from families, children's challenging behaviors) were all directly associated with teachers' stress (Jeon & Ardeleanu, [<reflink idref="bib22" id="ref70">22</reflink>]). Recognizing the influence that work conditions in preschool settings can have on teachers' wellbeing, it is important to focus attention on improving work environments for early childhood teachers. This is especially relevant given the added stress due to the COVID pandemic and the changing work environments.</p> <hd id="AN0174032363-21">Associations between teacher-reported job stress and observed implementation of classroom pra...</hd> <p>Job Control did predict changes in the classroom environment over time as measured by the (HERS). One explanation for this finding is that Job Control consists of several items related to parent communication. One of the Jump Start key program pillars, Communication, had strategies and goals related to parent-teacher communication. In particular, consultants worked with teachers to develop strategies for communication with parents regarding challenging behavior which may in turn have impacted teacher's ability to manage classroom behaviors. Teachers were provided assistance, with the support of the director, in setting up consistent parent meetings and using weekly student progress notes sent home to the parents. Research has shown that positive teacher-parent relationships are critical to child development Rouse and O'brien ([<reflink idref="bib42" id="ref71">42</reflink>]); Sheridan et al. ([<reflink idref="bib46" id="ref72">46</reflink>]); U.S. Department of Health and Human Services, 2019) and thus it is important to recognize in professional development. Pre-service training as well as ongoing professional development training for teachers could address both the topics of managing challenging behavior through proactive, preventive strategies as well as strategies to manage and cope with job stress (National Research Council, [<reflink idref="bib33" id="ref73">33</reflink>]). Furthermore, the processes and outcomes of an intervention that uses specific program pillars such as those defined here could be another topic for in-service training for teachers.</p> <p>Within the IECMHC framework, the consultants followed a reflective approach which contributed to building trusting relationships between consultant and teacher, and has been recently found to be related to improvements in classroom climate, and teachers' perceptions of their jobs (Davis, Barrueco, & Perry, [<reflink idref="bib11" id="ref74">11</reflink>]). This reflective approach included the consultants' efforts to help teachers gain insight into their feelings of stress and attune to the teacher's attributions, elicit teachers' ideas about stress in the work environment, express an understanding of the teachers' experience, and provide suggestions for managing these experiences. In addition to the consultative stance, the extent to which the consultant and the teachers perceived the relationship to be collaborative and equitable and consistent have been related to the classroom climate (Virmani, [<reflink idref="bib55" id="ref75">55</reflink>]; Virmani, Masyn, Thompson, & Conners-burrow, [<reflink idref="bib56" id="ref76">56</reflink>]). Others found that an emphasis on teachers' wellbeing may be as important to teachers as strategies targeted to improve classroom quality (Tanaka, Boyce, Chinn, & Murphy, [<reflink idref="bib52" id="ref77">52</reflink>]).</p> <hd id="AN0174032363-22">Implications</hd> <p>Professional development efforts, both pre-service training and ongoing support for teachers, can be informed about the ways in which work stress can influence classroom practices and interactions with children. In addition, teachers often report that behavior management is one of the areas in which they do not receive adequate training or support (Paramita, Anderson, & Sharma, [<reflink idref="bib35" id="ref78">35</reflink>]). It would be important to provide information to teachers about how the process of reflective supervision and early childhood mental health consultation models work in early childhood settings as a means of reducing workplace stress, and support high quality classroom practices that address children's social-emotional and behavioral needs.</p> <p>It is also important to note that teacher's age, education, and primary language spoken did not influence study findings. This suggests that the Jump Start program was effective in making changes applicable to diverse populations. Of particular note is that 71% of the sample spoke Spanish. This speaks to the diversity of the population which is important to consider when implementing interventions in diverse communities and the importance of the social cultural lens. From an implementation science perspective, sometimes a sociocultural lens is not considered when models are implemented in diverse community settings which may lead to lack of trust, lower acceptability, and ultimately unsuccessful uptake of the intervention (Pham, Goforth, Chun, Castro-Olivo, & Costa, [<reflink idref="bib38" id="ref79">38</reflink>]). To maximize the reach of our intervention, we intentionally used the sociocultural lens to ensure the various components of the model were more accepted and implemented by teachers. There can be barriers in implementing these models in communities when there may not be a cultural match (Center for Substance Abuse Treatment, [<reflink idref="bib3" id="ref80">3</reflink>]) and so it was important to match mental health consultants with teachers of similar backgrounds. Gaining insight into teacher's culture could lead to future implications for ECCEs to provide resources and professional development that facilitate a more supportive environment for teachers.</p> <p>Lastly, the HERS appears to be a promising tool that may be able to capture associations with classroom variables in the context of consultation. In our program, consultants were the ones that administered the HERS for the purposes of goal setting, but for research purposes, it may be better to identify a research team member that administers this measure.</p> <hd id="AN0174032363-23">Limitations</hd> <p>Other factors that were not measured but that may predict teachers' classroom practices are teachers' emotion regulation strategies and children's specific types of challenging behaviors. For example, previous research indicates a relationship between teacher stress and classrooms where children may be exhibiting challenging behaviors (Friedman-Krausse et al., 2014; Goble, Horm, Atanasov, Williamson, & Choi, [<reflink idref="bib17" id="ref81">17</reflink>]). Additionally, teacher's wages and level of emotional exhaustion should also be considered given that research has shown linkages with intentions to leave their job (Schaack, Le, & Stedron, [<reflink idref="bib44" id="ref82">44</reflink>]). Furthermore, extraneous stressors outside the classroom environment (i.e. COVID-19) can impact teacher job stress and should be considered when making overall recommendations to improve functioning (Natale, Shearer, Agosto, & Jent, [<reflink idref="bib32" id="ref83">32</reflink>]). In addition, as previously mentioned, there was a lack of a control group which limits conclusions that can be drawn regarding the effectiveness of IECMHC on teacher stress. While we believe it is a strength of the study that family childcare homes were included in the sample, we were not able to balance the number with that of childcare centers. The reason for this imbalance was that the granting agency provided a list as to the providers from which the Jump Start program could enroll and there were few family childcare homes on this list. It should also be noted that consultants were involved in the data collection which could have imposed biases. However, this was not designed as a research study but rather as a community-based intervention in which funding restrictions did not allow for a traditional blinded research design or the inclusion of a power analysis to inform sample size. Therefore, while results suggest that it may be beneficial to include multi-level interventions that simultaneously address program-level changes in addition to classroom-level, more rigorous testing is needed before conclusive results can be drawn.</p> <hd id="AN0174032363-24">Conclusions</hd> <p>This study contributes to our growing understanding of two pressing issues in early childhood education: teacher wellbeing and classroom practices. Ways of mitigating teacher stress by providing in-service training that target factors such as Job Control and Job Resources may be a first step in improving teacher wellbeing. Furthermore, results highlight the need for ensuring adequate access to mental health consultation, as well as strategies for understanding and managing challenging behavior for teachers may help to manage job-related stress which may impact classroom practices. These findings are especially important given the heightened stress to frontline workers in the recent COVID pandemic. Given that sources of stress for teachers are often related to factors linked to program quality, it is important for program administrators to be involved in the consultation process. Multi-level interventions that include program-level and classroom-level consultations could result in improved teacher wellbeing and classroom practices. It is essential to intervene at multiple levels to increase support for teachers, build resilience, and foster a center environment that promotes positive growth during stressful times.</p> <hd id="AN0174032363-25">Acknowledgments</hd> <p>This work was supported by the Children's Trust of Miami-Dade County under Grant# GR014086.</p> <hd id="AN0174032363-26">Disclosure statement</hd> <p>No potential conflict of interest was reported by the authors.</p> <ref id="AN0174032363-27"> <title> References </title> <blist> <bibl id="bib1" idref="ref34" type="bt">1</bibl> <bibtext> Baraldi, A. N., & Enders, C. K. (2013). Missing data methods. In T. D. Little (Ed.), The Oxford handbook of quantitative methods (Vol. 2, pp. 635 – 664). UK : Oxford University Press.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref35" type="bt">2</bibl> <bibtext> Bulotsky-Shearer, R. J., Wen, X., Faria, A., Hahs-Vaughn, D. L., & Korgmacher, J. (2012). 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  Label: Abstract
  Group: Ab
  Data: Teaching is a stressful profession given teachers' competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers' stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children's social-emotional and behavioral development.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1403628
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1403628
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/10901027.2023.2185556
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 897
    Subjects:
      – SubjectFull: Early Childhood Teachers
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Work Environment
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Classroom Assessment Scoring System
        Type: general
    Titles:
      – TitleFull: Early Childhood Teacher Workplace Stress and Classroom Practices
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Natale, Ruby
      – PersonEntity:
          Name:
            NameFull: Bailey, Jhonelle
      – PersonEntity:
          Name:
            NameFull: Kolomeyer, Ellen
      – PersonEntity:
          Name:
            NameFull: Futterer, Jenna
      – PersonEntity:
          Name:
            NameFull: Schenker, Maite
      – PersonEntity:
          Name:
            NameFull: Bulotsky-Shearer, Rebecca
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 1090-1027
            – Type: issn-electronic
              Value: 1745-5642
          Numbering:
            – Type: volume
              Value: 44
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Journal of Early Childhood Teacher Education
              Type: main
ResultId 1