Early Childhood Teachers’ Depression and Experiences with Challenging Behaviors: Does Working with Children with Disabilities Matter?

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Emine Kilincci, Zhe Gigi An
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Abstract

Given high exclusionary discipline practices and decisions in early childhood education, it is important to understand teachers’ experiences with challenging behaviors and examine factors associated with their experiences. Depression, as a significant indicator of well-being and prevalent among early educators, is understudied in relation to teachers’ challenging behavior experiences. This study examines the association between early childhood teachers’ self-reported depression scores and experiences with children’s challenging behaviors and whether this association varies for teachers working with children with disabilities (CWD), using data from the 2019 National Survey of Early Care and Education. The analysis focused on 3079 center-based early childhood teachers. Both linear and ordinal logistic regression were used to analyze the data. The results showed that teachers with higher levels of depression scores were significantly more likely to report higher levels of challenging behaviors in children. While working with CWD increases the likelihood of reporting challenging behaviors, it did not significantly alter the association between teacher depression and their experiences with challenging behaviors. Implications of these findings are discussed.

幼儿教师的抑郁与挑战性行为的经历:与残疾儿童一起工作重要吗?
鉴于幼儿教育中高度排他性的纪律实践和决定,了解教师具有挑战性行为的经历并研究与他们的经历相关的因素是很重要的。抑郁症作为一项重要的幸福感指标,在早期教育工作者中普遍存在,但与教师挑战性行为经历的关系尚未得到充分研究。本研究使用2019年全国早期护理和教育调查的数据,研究了幼儿教师自我报告的抑郁评分与儿童挑战性行为经历之间的关系,以及与残疾儿童(CWD)工作的教师之间的这种关系是否有所不同。本研究以3079名中心型幼儿教师为研究对象。采用线性和有序逻辑回归对数据进行分析。结果显示,抑郁得分较高的教师更有可能报告孩子的挑战性行为水平较高。虽然与CWD一起工作增加了报告具有挑战性行为的可能性,但它并没有显著改变教师抑郁与他们具有挑战性行为经历之间的联系。讨论了这些发现的意义。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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