Classroom quality and children’s academic skills in child care centers: Understanding the role of teacher qualifications

Lin, Ying‐Chun; Magnuson, Katherine

doi:10.1016/j.ecresq.2017.10.003

Cited by 52 publications

(34 citation statements)

References 45 publications

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“…In contrast, more educated preschool teachers (one standard deviation below the mean) who were emotionally exhausted did not demonstrate higher quality interactions than less educated preschool teachers (the mean) who were also emotionally exhausted, with an effect size difference of roughly .05. These findings may indicate that one reason why prior studies may have failed to consistently detect links between teachers' education and the quality of their interactions (e.g., Early et al, 2007;Lin & Magnuson, 2018;Pianta et al, 2005) is because they did not consider the role of teachers' emotional exhaustion. Thus, future studies examining teachers' education or experience and classroom practice should include assessments of exhaustion or stress; otherwise, they may underestimate the relations between teachers' qualifications and their classroom practices.…”

Section: Discussionmentioning

confidence: 82%

Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Ansari

Pianta

Whittaker

et al. 2020

Early Education and Development

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The present investigation examined the links between preschool teachers' self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although teachers' experience of emotional exhaustion was not associated with the dosage and rigor of instruction, more emotionally exhausted teachers demonstrated lower quality interactions with children in their classroom. Additionally, there was some evidence to suggest that the association between emotional exhaustion and preschool teachers' classroom interactions was dependent on their years of education, such that the relation between teachers' education and their interactions with children was reduced when they described themselves as more emotionally exhausted. Practice or Policy: Taken together, these results suggest that supporting preschool teachers' well-being, and in particular helping minimize emotional exhaustion, maybe a beneficial strategy to foster a higher quality classroom environment.

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Section: Discussionmentioning

confidence: 82%

Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Ansari

Pianta

Whittaker

et al. 2020

Early Education and Development

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“…Some scholars, however, show concern regarding prior findings relating teachers' education levels to classroom quality and children's outcomes. According to Lin and Magnuson (2018), (a) these studies should be considered in terms of the broader program organization context and local standards; (b) previous measures of education and training used may not have captured important differences in teachers' education; and (c) the analytic models differ across studies with upward biased estimates toward teachers' education.…”

Section: How Teacher Educational Attainment May Influence Ecec Qualitymentioning

confidence: 99%

Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review

Manning¹,

Wong

Fleming

et al. 2019

Review of Educational Research

114

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Poor-quality early childhood education and care (ECEC) can be detrimental to the development of children, as it may lead to poor social, emotional, educational, health, economic, and behavioral outcomes. A lack of consensus, however, regarding the strength of the relationship between teacher qualification and the quality of the ECEC environment makes it difficult to identify strategies that could enhance developmental and educational outcomes. This meta-analytic review examines evidence on the correlation between teacher qualifications and the quality of ECEC environments. Results show that higher teacher qualifications are significantly correlated with higher quality ECEC environments. Specifically, the education level of teachers or caregivers is positively correlated to overall ECEC qualities, as well as subscale ratings including program structure, language, and reasoning.

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“…Starting with the early stages of childcare the teachers are responsible for providing a nurturing and healthy environment for the children and this is important for their well-being. Study finds that teachers training in early childcare programs provide support for the teacher and assure that the children benefit from a qualitative learning experience (Lin & Magnuson, 2018). The authors agreed that formal education is vital but requirement for BA or MA degree is not a necessity but in some cases a formality.…”

Section: Teachers Responsibilitiesmentioning

confidence: 94%

Emotional Identity Formation In Primary School Children In A Formal Context

Simion¹

2019

The European Proceedings of Social and Behavioural Sciences

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Classroom quality and children’s academic skills in child care centers: Understanding the role of teacher qualifications

Cited by 52 publications

References 45 publications

Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Is Teacher Qualification Associated With the Quality of the Early Childhood Education and Care Environment? A Meta-Analytic Review

Emotional Identity Formation In Primary School Children In A Formal Context

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