Kyong-Ah Kwon , Wonkyung Jang , Timothy G. Ford , Sherri Castle
{"title":"The Head Start teacher paradox: Working conditions, whole well-being, and classroom quality","authors":"Kyong-Ah Kwon , Wonkyung Jang , Timothy G. Ford , Sherri Castle","doi":"10.1016/j.ecresq.2025.04.003","DOIUrl":null,"url":null,"abstract":"<div><div>The purpose of this study was to examine Head Start (HS) teachers’ characteristics, working conditions, whole well-being, and classroom quality and their associations compared to other (non-HS) ECE teachers. The study collected survey and direct assessment data on a range of working conditions and whole well-being (physical, psychological, and professional well-being) from 262 teachers (112 HS teachers and 150 ECE teachers, including private child care and public pre-K teachers). Additionally, we used emotional/behavioral and instructional supports among 83 teachers in their classrooms. Our findings from the propensity score analysis revealed that HS teachers are better educated, have better resources in general, and provide higher classroom quality, but they have more job demands, are less likely to have daily breaks, and have overall poorer whole teacher well-being, which was unexpected and paradoxical. Job demands, well-being resources, and a high-quality physical environment were all significant predictors of teacher well-being. We also found that some resources (i.e., well-being resources, physical environmental quality) served as moderators, either buffering the negative impact of physical job demands or having a combined, synergizing effect in fostering teacher well-being. Finally, teachers’ job demands and whole well-being were found to predict classroom quality. The study highlights the unique strengths, needs, and challenges of HS teachers and offers insights into optimizing working conditions to promote their well-being, which may also help improve classroom quality.</div></div>","PeriodicalId":48348,"journal":{"name":"Early Childhood Research Quarterly","volume":"72 ","pages":"Pages 371-382"},"PeriodicalIF":3.2000,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Childhood Research Quarterly","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0885200625000365","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The purpose of this study was to examine Head Start (HS) teachers’ characteristics, working conditions, whole well-being, and classroom quality and their associations compared to other (non-HS) ECE teachers. The study collected survey and direct assessment data on a range of working conditions and whole well-being (physical, psychological, and professional well-being) from 262 teachers (112 HS teachers and 150 ECE teachers, including private child care and public pre-K teachers). Additionally, we used emotional/behavioral and instructional supports among 83 teachers in their classrooms. Our findings from the propensity score analysis revealed that HS teachers are better educated, have better resources in general, and provide higher classroom quality, but they have more job demands, are less likely to have daily breaks, and have overall poorer whole teacher well-being, which was unexpected and paradoxical. Job demands, well-being resources, and a high-quality physical environment were all significant predictors of teacher well-being. We also found that some resources (i.e., well-being resources, physical environmental quality) served as moderators, either buffering the negative impact of physical job demands or having a combined, synergizing effect in fostering teacher well-being. Finally, teachers’ job demands and whole well-being were found to predict classroom quality. The study highlights the unique strengths, needs, and challenges of HS teachers and offers insights into optimizing working conditions to promote their well-being, which may also help improve classroom quality.
期刊介绍:
For over twenty years, Early Childhood Research Quarterly (ECRQ) has influenced the field of early childhood education and development through the publication of empirical research that meets the highest standards of scholarly and practical significance. ECRQ publishes predominantly empirical research (quantitative or qualitative methods) on issues of interest to early childhood development, theory, and educational practice (Birth through 8 years of age). The journal also occasionally publishes practitioner and/or policy perspectives, book reviews, and significant reviews of research. As an applied journal, we are interested in work that has social, policy, and educational relevance and implications and work that strengthens links between research and practice.