Who Are They and What Do They Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

Autor/inn/en	Cramer, Travis; Cappella, Elise
Titel	Who Are They and What Do They Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District
Quelle	(2019), (35 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Aides; Coaching (Performance); Collegiality; On the Job Training; Job Satisfaction; Social Networks; Labor Turnover; Inservice Education; Stress Variables; Individual Characteristics; Qualifications; Young Children; Child Caregivers; Early Childhood Education; Work Experience; African Americans; Hispanic Americans; Staff Development; Public Education; Urban Areas; School District Size + Suchen Sie Ihr Suchwort? Handreichung; Lehrerhilfe; Kollegialität; Training-on-the-Job; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Social network; Soziales Netzwerk; Berufsbegleitende Ausbildung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Qualifikation; Qualifikationsstufe; Frühe Kindheit; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Employment experience; Job experience; Occupational experience; Berufserfahrung; Afroamerikaner; Hispanic; Hispanoamerikaner; Personnel development; Personalentwicklung; Öffentliche Erziehung; Urban area; Stadtregion; School district; School districts; Size; Schuleinzugsbereich
Abstract	Scholarship and policy emphasize strengthening the early childhood education (ECE) workforce, but this work neglects a large segment of the workforce: assistant teachers. The present study responds to gaps in knowledge by examining the demographic characteristics, qualifications, professional supports, and workplace experiences of assistant teachers (N = 120) in a representative sample of ECE centers (n = 35) in a large urban district. In addition to studying assistant teachers' receipt of in-service training and coaching, we draw from social network theory to investigate the professional support assistant teachers provide and receive via their collegial networks. We use a variance decomposition approach to explore how on-the-job supports, such as training, coaching, and networks, contribute to assistant teachers' work-related stress and job satisfaction--two key predictors of ECE teacher attrition. Results indicate that few ECE staff members seek assistant teachers for work-related advice. Coaching is found to be an important contributor to assistant teachers' job satisfaction; professional advice via collegial networks is a meaningful but under-examined source of support for stress and job satisfaction. We consider implications for supporting and retaining assistant teachers and propose next steps for research on this understudied segment of the teaching workforce. [This paper was published in "American Journal of Community Psychology" v63 p312-323 2019.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01