Author: Toni Michelle Brazil
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Book Description
Stress in teachers has been linked to many personal and physical effects. Although stress has been studied extensively in elementary schools, there is little research on stress among early childhood educators. This study examined the sources and perceived effects of stress in preschool teachers, including any differences in teacher stress related to program type as well as possible relationships between stress and teachers' level of education, years of experience, or class ratio. Data Collection and Analysis Thirty-six teachers from Head Start and private preschools completed a survey rating sources and effects of stress from "never" to "always" stressful. Descriptive and frequency analyses identified sources and effects which were most stressful or common. A series of t-tests examined differences in stress between the two program types. Correlational analyses sought to identify any associations between stress and teachers' education level, years of experience, and numbers of students. Results Factors such as teacher/child ratio, lack of time, non-teaching duties, and assessment work were rated as rarely to sometimes stressful. Only one item, wages, was rated as sometimes to very often stressful. Physical and emotional exhaustion, burnout and considering leaving the profession occurred only rarely to sometimes. Most teachers felt confident in their teaching ability. There were no significant programmatic differences in sources or effects of stress. More experienced teachers reported lower incidences of emotional or physiological effects. Teachers with higher ratios were more likely to perceive non-teaching tasks as a source of stress and have more stressful relationships with administrators. Results suggest that preschool teachers face a range of stressors which create personal and professional impacts, though they seem to occur only rarely to sometimes. But even mild to moderate stresses can create negative impacts for teachers that deserve the attention of program administrators. Teacher stress is often related to factors of program quality such as workload or ratios. Therefore, eliminating teacher stress creates a better classroom environment for children and contributes to program quality.
Author: Kristin M. Nordstrom
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 41
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Book Description
This literature review examines the complexity of teacher's stress in the field of early childhood education. An environment that promotes quality childcare is highly dependent on the excellence of the teacher. Understanding the negative effects of stress on teachers and on the children they care for, helps to identify the importance in finding ways for teachers to manage their stress. High stress levels have negative effects on teachers' psychological, physiological, and psychosomatic well-being. In addition, high stress in teachers has negative effects on the children in their care. Children, whose teachers report high stress, have hindered language, social-emotional, and cognitive development because of their teacher's inability to provide a consistent environment. A teacher's ability to cope with stress is dependent on their own personality, feelings, and perceptions regarding their stressors. Increased stress levels of teachers are also amplified due to environmental factors associated with the profession of teaching. The ABC-X stress model connects the interactions between the three factors associated with the way the stress is manifested. Specific resources such as professional development trainings and the establishment of a supportive program environment have positive results in assisting teachers and lowering their levels of stress.
Author: Caitlin Elizabeth Lepore
Publisher:
ISBN: 9781369340648
Category :
Languages : en
Pages : 285
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Book Description
Reflective supervision has been richly described within the literature, but has had little empirical, and particularly quantitative, examination. This longitudinal study used mixed methods to examine how early childhood teacher attachment and trauma histories may contribute to their stress in teacher-parent relationships, and how reflective supervision may impact this stress. Thirty-seven teachers (36 females, 1 male) were recruited from 5 early childhood sites that participated in reflective supervision: 18 were in their first year and 19 had participated in 2-5 years of reflective supervision. 73% of participants were Latino/a, and 29% held a bachelor's degree. Participants rated their own parental relationships during childhood, trauma history, and current compassion satisfaction, burnout, secondary traumatic stress, and frustration in a challenging teacher-parent relationship. A subsample of 20 teachers completed a qualitative interview, and among those, 14 teachers completed both pre- and post-assessments and the interview. The results provide evidence that a teacher's childhood parental relationships relate to their current frustration in teacher-parent relationships. Furthermore, findings suggest that more time spent in reflective supervision may help protect a teacher against some of these stressors. Relating these findings to the attachment literature, reflective supervision may offer a corrective experience for teachers similar to therapy or long-term adult relationships which impact attachment styles as they relate to work interactions. Implications and future directions are considered.
Author: Christopher J. McCarthy
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 339
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Book Description
This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future. This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come. Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.
Author: National Research Council
Publisher: National Academies Press
ISBN: 030921937X
Category : Medical
Languages : en
Pages : 224
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Book Description
Early childhood care and education (ECCE) settings offer an opportunity to provide children with a solid beginning in all areas of their development. The quality and efficacy of these settings depend largely on the individuals within the ECCE workforce. Policy makers need a complete picture of ECCE teachers and caregivers in order to tackle the persistent challenges facing this workforce. The IOM and the National Research Council hosted a workshop to describe the ECCE workforce and outline its parameters. Speakers explored issues in defining and describing the workforce, the marketplace of ECCE, the effects of the workforce on children, the contextual factors that shape the workforce, and opportunities for strengthening ECCE as a profession.
Author: Teresa Mendonça McIntyre
Publisher: Springer
ISBN: 3319530534
Category : Psychology
Languages : en
Pages : 522
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Book Description
This book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors’ concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being.
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Ashley Romero
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Jennifer S. Miller
Publisher: Fair Winds Press
ISBN: 1631597752
Category : Family & Relationships
Languages : en
Pages : 192
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Book Description
Confident Parents, Confident Kids lays out an approach for helping parents—and the kids they love—hone their emotional intelligence so that they can make wise choices, connect and communicate well with others (even when patience is thin), and become socially conscious and confident human beings. How do we raise a happy, confident kid? And how can we be confident that our parenting is preparing our child for success? Our confidence develops from understanding and having a mastery over our emotions (aka emotional intelligence)—and helping our children do the same. Like learning to play a musical instrument, we can fine-tune our ability to skillfully react to those crazy, wonderful, big feelings that naturally arise from our child’s constant growth and changes, moving from chaos to harmony. We want our children to trust that they can conquer any challenge with hard work and persistence; that they can love boundlessly; that they will find their unique sense of purpose; and they will act wisely in a complex world. This book shows you how. With author and educator Jennifer Miller as your supportive guide, you'll learn: the lies we’ve been told about emotions, how they shape our choices, and how we can reshape our parenting decisions in better alignment with our deepest values. how to identify the temperaments your child was born with so you can support those tendencies rather than fight them. how to align your biggest hopes and dreams for your kids with specific skills that can be practiced, along with new research to support those powerful connections. about each age and stage your child goes through and the range of learning opportunities available. how to identify and manage those big emotions (that only the parenting process can bring out in us!) and how to model emotional intelligence for your children. how to deal with the emotions and influences of your choir—the many outside individuals and communities who directly impact your child’s life, including school, the digital world, extended family, neighbors, and friends. Raising confident, centered, happy kids—while feeling the same way about yourself—is possible with Confident Parents, Confident Kids.
Author: Richard Lambert
Publisher: IAP
ISBN: 1607525232
Category : Education
Languages : en
Pages : 243
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Book Description
School districts today face increasing calls for accountability during a time when budgets are stretched and students’ needs have become increasingly complex. The teacher’s responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students’ performance on state-wide tests. They are also asked to play an increasingly larger role in children’s well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it. Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning—greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.
