Fostering Positive Youth and Staff Development: Understanding the Roles and Experiences of the Afterschool Workforce

Autor/inn/en	Hwang, Sophia H. J.; Watford, J. Alexander; Cappella, Elise; Yates, Miranda; Mui, Stephanie; Nix, Jennifer
Titel	Fostering Positive Youth and Staff Development: Understanding the Roles and Experiences of the Afterschool Workforce
Quelle	(2020), (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Sophia H. J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	After School Programs; Faculty Development; Teacher Role; Teaching Experience; Satisfaction; Elementary School Teachers; Middle School Teachers; Teacher Attitudes; Classroom Techniques; English Language Learners; Family Environment; Teacher Student Relationship; Caring + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Lehrerrolle; Zufriedenheit; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrerverhalten; Klassenführung; Familienmilieu; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung
Abstract	Informed by strengths-based perspectives and systems theory of social settings, this mixed-methods study focuses on the experiences of the afterschool workforce employed by a large, urban community-based organization. Through directed content analysis of semi-structured individual and small-group interviews with afterschool instructors (ASI), this study sheds light on the roles, experiences, challenges, and supports of ASIs. Results demonstrate that ASIs navigate multiple roles in the afterschool setting, acknowledge the challenges of youth and families, experience several sources of professional support through the people and resources in afterschool, and articulate long-term professional goals related to their current work. In addition, concurrently collected quantitative survey and administrative data about ASIs' overall work experiences and satisfaction are analyzed to examine the extent to which they confirm and complement the qualitative results. Implications for practice and policy are discussed to highlight how these findings may be used to strengthen the youth-serving workforce in urban communities. [This is the online version of an article published in "Journal of Community Psychology."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01