The Head Start teacher paradox: Working conditions, whole well-being, and classroom quality

IF 3.2 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kyong-Ah Kwon , Wonkyung Jang , Timothy G. Ford , Sherri Castle
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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.
启智教师悖论:工作条件、整体福祉和课堂质量
本研究的目的是探讨学前教育教师的特点、工作条件、整体幸福感、课堂质量及其与其他(非学前教育)教师的关联。该研究收集了262名教师(112名HS教师和150名ECE教师,包括私立幼儿园和公立学前班教师)关于一系列工作条件和整体福祉(身体、心理和专业福祉)的调查和直接评估数据。此外,我们对83名教师进行了情感/行为和教学支持。我们的倾向得分分析结果显示,高中教师的受教育程度更高,总体上拥有更好的资源,并提供更高的课堂质量,但他们有更多的工作需求,每天休息的可能性更少,整体教师幸福感更差,这是出乎意料和矛盾的。工作需求、幸福感资源和高质量的物理环境都是教师幸福感的显著预测因子。我们还发现,一些资源(即幸福感资源、物理环境质量)起到了调节作用,要么缓冲了物理工作需求的负面影响,要么在促进教师幸福感方面具有综合的协同效应。最后,教师的工作需求和整体幸福感对课堂教学质量有预测作用。该研究突出了高中教师的独特优势、需求和挑战,并为优化工作条件提供了见解,以促进他们的福祉,这也有助于提高课堂质量。
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来源期刊
CiteScore
7.00
自引率
8.10%
发文量
109
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.
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