Toddler Teacher Job Strain, Resources, and Classroom Quality

Autor/inn/en	Henry, Adrienne J. L.; Hatfield, Bridget E.; Chandler, Kelly D.
Titel	Toddler Teacher Job Strain, Resources, and Classroom Quality
Quelle	In: International Journal of Early Years Education, 31 (2023) 4, S.844-858 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Henry, Adrienne J. L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2021.1892596
Schlagwörter	Toddlers; Preschool Teachers; Teacher Burnout; Stress Variables; Job Satisfaction; Classroom Environment; Social Support Groups; Child Care Centers; Educational Quality; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Klassenklima; Unterrichtsklima; Social support; Soziale Unterstützung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Quality of education; Bildungsqualität
Abstract	Early care and education (ECE) settings are influential in shaping children's early experiences. Informed by the Job Demands-Resources model, this study had two aims. First, we examined how ECE teachers' physical (i.e. muscular skeletal strain and infectious disease experience) and psychological (i.e. depression and job dissatisfaction) job strain was associated with the quality of their interactions with children. Second, we tested whether job resources, including supervisor and co-worker support, buffered these associations. We examined survey responses from 44 toddler teachers working in centre-based classrooms with children aged 15-36 months and assessed the quality of the classroom using the Classroom Assessment Scoring System -- Toddler (CLASS-T; La Paro et al. 2012. "Classroom Assessment Scoring System (CLASS) Manual, Toddler." Baltimore, MD: Paul H. Brookes). Results indicated that teachers experienced a range of physical and psychological job strain. Co-worker and supervisor support were not significant moderators of the ECE teachers' job strain-classroom quality association. However, contrary to the mechanisms theorised within the Job Demands-Resources model, a main effect of co-worker and supervisor support on classroom quality, such that higher levels of perceived social support was related to higher classroom quality. Due to the significance of classroom quality for young children, understanding ways to create a work environment of rich social support stands to benefit teachers and the toddlers in their care. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01