Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--New York

Autor/inn/en	Whitebook, Marcy; Schlieber, Marisa; Hankey, Aline; Austin, Lea J. E.; Philipp, George
Institution	University of California, Berkeley. Center for the Study of Child Care Employment
Titel	Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality--New York
Quelle	(2018), (80 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Environment; Early Childhood Education; Elementary Secondary Education; Teaching Conditions; Educational Quality; Teacher Attitudes; Teacher Characteristics; Teacher Background; Teacher Salaries; Compensation (Remuneration); Fringe Benefits; Curriculum; Observation; Instructional Materials; Student Needs; Teacher Responsibility; Faculty Development; Communities of Practice; Decision Making; Teamwork; Well Being; Wellness; Income; Quality of Life; Leadership Role; Preschool Teachers; New York + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrbedingungen; Unterrichtsbedingungen; Quality of education; Bildungsqualität; Lehrerverhalten; Lehrerbesoldung; Lehrervergütung; Abfindung; Kompensation; Lohnausgleich; Sozialabgaben; Curricula; Lehrplan; Rahmenplan; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrverpflichtung; Community; Decision-making; Entscheidungsfindung; Well-being; Wellness; Wohlbefinden; Well being; Einkommen; Lebensqualität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule
Abstract	There is broad consensus that high-quality environments for young children depend on teachers who are skilled at nurturing their development and learning, yet low pay and inadequate working conditions routinely hamper teachers in their efforts to apply their skills and knowledge. This condition exists among teachers in early education as well as K-12 classrooms, fueling the ubiquitous challenge of recruiting and retaining a skilled teaching workforce across the age spectrum. This study captures the perspectives of early educators about their working environments in one state, New York, and how these environments impact teaching staff practice and wellbeing. The following report presents the findings from the 2017 New York SEQUAL study and includes the perspectives of teaching staff employed in programs participating in QUALITYstarsNY in the spring and fall of 2017. Following a description of the study design, this report will explore major findings drawn from teaching staff responses. Thus, the report is divided into three sections: (1) "Study Design" shares a study overview, goals guiding the study, a profile of the survey respondents, and a guide to the findings; (2) "Findings" outlines teaching staff responses to items in each of the five SEQUAL domains, including an analysis of how responses varied by site characteristics and quality ratings; and (3) "Appendices" presents additional information on the study design, which includes survey instruments and analysis, characteristics of program leaders, and additional tables and figures. [Additional funding for this report was provided by QUALITYstarsNY and the New York Early Childhood Professional Development Institute at the City University of New York (CUNY).] (ERIC).
Anmerkungen	Center for the Study of Child Care Employment. Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way #5555, Berkeley, CA 94720. Tel: 510-643-7091; Web site: https://cscce.berkeley.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01