High levels of stress in the parenting domain can lead to parental burnout, a condition that has severe consequences for both parents and children. It is not yet clear, however, whether parental burnout varies by culture, and if so, why it might do so. In this study, we examined the prevalence of parental burnout in 42 countries (17,409 parents; 71% mothers; M age = 39.20) and showed that the prevalence of parental burnout varies dramatically across countries. Analyses of cultural values revealed that individualistic cultures, in particular, displayed a noticeably higher prevalence and mean level of parental burnout. Indeed, individualism plays a larger role in parental burnout than either economic inequalities across countries, or any other individual and family characteristic examined so far, including the number and age of children and the number of hours spent with them. These results suggest that cultural values in Western countries may put parents under heightened levels of stress.

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Abstract. The COVID-19 pandemic has affected all societies worldwide. The heightened levels of stress that accompanied the crisis were also expected to affect parenting in many families. Since it is known that high levels of stress in the parenting domain can lead to a condition that has severe consequences for health and well-being, we examined whether the prevalence of parental burnout in 26 countries (9,923 parents; 75% mothers; mean age 40) increased during COVID-19 compared to few years before the pandemic. In most (but not all) countries, analyses showed a significant increase in the prevalence of parental burnout during the pandemic. The results further revealed that next to governmental measures (e.g., number of days locked down, homeschooling) and factors at the individual and family level (e.g., gender, number of children), parents in less (vs. more) indulgent countries suffered more from parental burnout. The findings suggest that stricter norms regarding their parenting roles and duties in general and during the pandemic in particular might have increased their levels of parental burnout.

ÖzetÖğretmenlerin sınıf yönetimi stratejileri, eğitim öğretim etkinliklerinin sağlıklı yürütülmesinde, çocukların akademik ve sosyal başarılarının artmasında ve çocukların yaşam becerileri kazanmasında önemli yer tutmaktadır. Bu araştırmanın amacı, okul öncesi öğretmenlerinin sınıf içi etkinliklerde kullandıkları sınıf yönetimi stratejilerinin gözlem yoluyla incelenmesidir. Araştırmanın çalışma grubunu, Ankara il merkezinde çalışan altı okul öncesi öğretmeni oluşturmaktadır. Okul öncesi öğretmenlerinin sınıf yönetimi stratejileri "Yapılandırılmamış ve Katılımcı Olmayan Gözlem" tekniği ile gözlemlenmiştir. Araştırmada elde edilen verilerin analizinde nitel araştırma yöntemlerinden içerik analizi kullanılmıştır. Araştırmanın bulgularına göre öğretmenlerin sınıf içi etkinliklerde kullandıkları olumsuz ifade toplamının olumlu ifadelerden daha fazla olduğu görülmektedir. Olumsuz ifade kullanan öğretmenlerin çoğunlukla önlisans mezunu olduğu görülmektedir.Anahtar sözcükler: okul öncesi öğretmeni, sınıf yönetimi stratejileri, gözlem tekniği. AbstractClassroom management strategies of teachers are of particular importance for carrying out educational activities effectively, enhancing academic and social achievement of children, and enabling children to acquire life skills. The purpose of this study is to examine classroom management strategies of preschool teachers in classroom activities through observation. The participants of this study were six preschool teachers in Ankara. The classroom management strategies of preschool teachers were observed by "unstructured and nonparticipant observation" technique. Content Analysis was used for data analysis. The research findings show that the number of negative expressions used by teachers is higher than that of positive expressions they used. Most of the teachers using negative expressions were holding an associate's degree.

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