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

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--Minnesota
Quelle	(2018), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Attitudes; Teacher Characteristics; Teacher Background; Teacher Salaries; Teacher Employment Benefits; Communities of Practice; Well Being; Early Childhood Teachers; Young Children; Child Caregivers; Child Care Centers; Professional Development; Teacher Surveys; Educational Quality; State Standards; Child Development; Adults; Teacher Supervision; Rural Urban Differences; Teaching Conditions; Minnesota + Suchen Sie Ihr Suchwort? Lehrerverhalten; Lehrerbesoldung; Lehrervergütung; Community; Well-being; Wellness; Wohlbefinden; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Quality of education; Bildungsqualität; Kindesentwicklung; Stadt-Land-Beziehung; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Early educators often do not have even basic expectations of working conditions -- such as program policies providing for payment for planning time, staff meetings, and professional development; a salary schedule accounting for experience and varied levels of education; and provision of health, retirement, sick-, and vacation-leave benefits that most K-12 educators can rely upon -- nor are teachers typically the focus of strategies and policies to improve the quality of early care and education services. This study captures early educators' perspectives about their work environments in the state of Minnesota and examines how these environments impact teaching staff practice and well-being. In order to teach to the best of their ability, educators require work environments that support their ongoing learning, emphasize time without child responsibilities for professional activities, and offer dependable benefits that ensure their well-being. With prioritization of workforce supports, quality improvement initiatives can make substantive progress towards a system that is equitable, efficient, and effective for children, their families, and educators alike. (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