Burnout and Teacher-Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms

Autor/inn/en	Sandilos, Lia; Goble, Priscilla; Schwartz, Samantha
Titel	Burnout and Teacher-Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms
Quelle	In: Early Education and Development, 31 (2020) 7, S.1169-1185 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goble, Priscilla)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1788331
Schlagwörter	Teacher Burnout; Preschool Teachers; Early Intervention; Faculty Development; Social Development; Emotional Development; Teacher Student Relationship; Program Effectiveness; Correlation; Child Behavior; Aggression; Classroom Environment; Cognitive Development; Teacher Attitudes; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Lehrerverhalten
Abstract	Research Findings: The present study explored the extent to which teachers' participation in professional development focused on children's social-emotional learning moderated the relation between self-reported burnout and teacher-child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) Project. Teachers were assigned to one of the three SEL interventions (PATHS, Incredible Years, or Tools of the Mind-Play) or a control group. Results revealed a moderating effect of treatment condition. Specifically, in control classrooms, higher self-reported burnout was related to a decline in Instructional Support scores over the course of the year. In contrast, the negative association between burnout and teacher-child interactions was not present in the intervention condition. Follow-up analyses indicated that this moderating effect was only present for teachers who were trained in the PATHS and Incredible Years interventions. Practice or Policy: Findings suggest that training and participation in interventions focused on social-emotional learning may serve as a buffer against the detrimental influence of burnout on teachers' classroom practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01