Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

Autor/inn/en	Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John
Titel	Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms
Quelle	In: Early Education and Development, 25 (2014) 5, S.681-702 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2013.825190
Schlagwörter	Early Intervention; Preschool Children; Behavior Problems; Executive Function; Preschool Teachers; Stress Variables; Correlation; Teacher Attitudes; Teaching Conditions; Online Surveys; Teacher Competencies; Questionnaires; Teacher Characteristics; Likert Scales; Hierarchical Linear Modeling; Ohio; Trail Making Test + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Korrelation; Lehrerverhalten; Lehrbedingungen; Unterrichtsbedingungen; Lehrkunst; Fragebogen; Likert-Skala
Abstract	Research Findings: The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy: Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10