Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion

Jeon, Lieny; Buettner, Cynthia K.; Grant, Ashley

doi:10.1080/10409289.2017.1341806

Cited by 177 publications

(135 citation statements)

References 66 publications

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“…Many reported that they often experience great stress when they feel that parents do not communicate with them, or treat the school as a child-minding service (Curbow et al 2000;Faulkner et al 2014;Kelly and Berthelsen 1995). Preschool teachers also acknowledged that difficult relationships with their colleagues and supervisors resulted in an enduring state of work stress (Cumming 2016;Jeon et al 2018;Wells 2015).…”

Section: Major Sources Of Stress For Preschool Teachersmentioning

confidence: 99%

“…Early childhood work-related characteristics including student behavior problems (Friedman-Krauss et al 2014), high demands and responsibilities (Curbow et al 2000;Hall-Kenyon et al 2014), lack of control and insufficient support (Jeon et al 2016;Wagner et al 2013), low compensation (Hall-Kenyon et al 2014), lack of communication and social support (Cumming 2016;Whitaker et al 2015), unsatisfactory interpersonal relationships (Kelly and Berthelsen 1995;Nislin et al 2016), and demanding interactions with parents (Faulkner et al 2014;Kelly and Berthelsen 1995), are potentially negative predictors of preschool teacher well-being. In contrast to work-related dimensions, personal-related variables such as teachers' self-efficacy, age, educational attainment, years of experience, and marital status also have an important impact on preschool teacher well-being (Friedman-Krauss et al 2014;Hall-Kenyon et al 2014;Jeon et al 2018).…”

Section: Potential Factors Of Influence On Preschool Teacher Well-beingmentioning

confidence: 99%

“…As such, this can be a highly demanding and stressful occupation (Coplan et al 2015;Whitaker et al 2015). Preschool teachers frequently exposed to stressful work situations are more likely to experience strain and suffer from poor well-being (Jeon et al 2018;Hall-Kenyon et al 2014). To successfully deal with these work demands/stressors and maintain well-being, it is not enough that preschool teachers possess a wealth of knowledge and skillful educational techniques.…”

mentioning

confidence: 99%

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Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

Wang²,

You

2019

Early Childhood Educ J

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Working in early childhood education exposes preschool teachers to a wide variety of work stressors that deplete energy and necessitate recovery. Based on the effort-recovery model and conservation of resources theory, this two-wave study examined the effects of recovery experiences (i.e., psychological detachment and relaxation) on the association between several work stressors (i.e., work overload, emotional dissonance, and work-home conflict) on the one hand, and well-being outcomes (i.e., vigor, job satisfaction, and insomnia symptoms) on the other. This study was conducted among 298 preschool teachers in China over a period of 1 year. Results showed that continuous exposure to work stressors negatively influences preschool teacher well-being over time and, more importantly, recovery experiences protect against the detrimental effects. These findings contribute to prior literature and show how preschool teachers can avoid the adverse effects of work stressors through fostering well-functioning recovery experiences during off-job time.

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Section: Major Sources Of Stress For Preschool Teachersmentioning

confidence: 99%

Section: Potential Factors Of Influence On Preschool Teacher Well-beingmentioning

confidence: 99%

mentioning

confidence: 99%

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Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

Wang²,

You

2019

Early Childhood Educ J

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“…Such issues might well jeopardize teacher candidates' pursuit of becoming positive role models for young children [8]. In fact, it has been well documented that early childhood teachers' psychological wellbeing shapes the nurturing and learning classroom climate in early care and education as well as children's development [9,10].…”

Section: Introductionmentioning

confidence: 99%

Construct validity of the perceived stress scale (PSS-10) in a sample of early childhood teacher candidates

Lee

Jeong

2019

Psychiatry and Clinical Psychopharmacology

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OBJECT: The 10-item Perceived Stress Scale (PSS-10) is one of the most widely used psychological instruments for measuring stress perception in practice and research but has sparked some controversy regarding its factor structure. Further, no study has been conducted to date using a sample of Korean university students to test the reliability and validity of the PSS and the factorial structure of this instrument. Likewise, more data on the psychometric properties of the Korean version of the scale (K-PSS-10) are also needed. Hence, the purpose of the present study was to examine the construct validity of the K-PSS-10 among Korean university students. METHODS: A total of 250 university students currently attending the Department of Early Childhood Education (a four-year university curriculum) completed the K-PSS-10. The collected data were subjected to confirmatory factor analysis, which tested three alternative plausible models suggested by the extant literature: single factor, correlated two-factor and bifactor. RESULTS: The results indicated that the bifactor model best fit the data, with one general factor reflecting the overlap across all 10 items, and 2 additional specific factors representing perceived distress (6 negatively worded items) and perceived coping (4 positively worded items). Internal consistencies of the total scale and its two subscales were adequate (α > 0.70). CONCLUSIONS: The findings of this study support the use of the K-PSS-10 as a reliable and valid measure to assess perceived stress in a sample of early childhood teacher candidates.

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“…Although many child welfare and early childhood professionals (e.g., social workers, attorneys, and early childhood educators) find their work with at-risk children and families rewarding, the high rates of turnover among these professionals are difficult to ignore (Grant, Jeon, & Buettner, 2019;Siebert, 2006;Stalker, Mandell, Frensch, Harvey, & Wright, 2007). Child welfare professionals experience extreme workloads with high emotional and cognitive demands (He, Phillips, Lizano, Rienks, & Leake, 2018;Jeon, Buettner, & Grant, 2018;Lizano & Barak, 2015). Inevitably, the emotionally difficult nature of child welfare work (e.g., engaging empathetically with at-risk and traumatized children and families) increases the risk of child welfare professionals experiencing their own form of trauma (Bride, 2007;Bride, Jones, & MacMaster, 2007).…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious Trauma, professional Burnout, and reflective practice

Hazen

Carlson

Hatton-Bowers

et al. 2020

Children and Youth Services Review

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Background: This evaluation examined the use of the Facilitated Attuned Interaction (FAN) approach to reflective practice among child welfare and early childhood professionals working with vulnerable children and families. Objective: The aims of the current evaluation were to test (a) the role of vicarious trauma in predicting professional burnout, (b) the effect of reflective practice quality in decreasing professional burnout, and (c) the ability of reflective practice quality to lessen the relationship between vicarious trauma and professional burnout. Participants and Setting: The sample included sixty-three professionals across diverse professions including child welfare social workers, early childhood educators, and child welfare attorneys. Methods: Child welfare and early childhood professionals participating in reflective practice with consultants trained in the FAN approach to reflective practice completed surveys measuring their vicarious trauma, burnout, and the quality of reflective practice pre-intervention as well as nine months post-intervention. Results: Results indicated that pre-intervention vicarious trauma directly and significantly increased child welfare and early childhood professionals' post-intervention reports of professional burnout, β = 0.42, [95% CI: 0.08, 0.76]. Post-intervention reflective practice quality did not directly nor significantly reduce professionals' post-intervention reports of professional burnout, β = −0.06, [95% CI: −0.46, 0.36]; however, the relationship between pre-intervention vicarious trauma and post-intervention burnout was significantly diminished by positive perceptions of reflective practice quality, β = −0.36, [95% CI: −0.69, −0.02]. Conclusion: Vicarious trauma was associated with increased rates of professional burnout among child welf essionals. The current evaluation indicates the potential benefit of receiving high quality reflective practice with the FAN approach.

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Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion

Cited by 177 publications

References 66 publications

Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

Recovery Experiences Moderate the Impact of Work Stressors on Well-Being: A Two-Wave Study of Preschool Teachers

Construct validity of the perceived stress scale (PSS-10) in a sample of early childhood teacher candidates

Evaluating the Facilitating Attuned Interactions (FAN) approach: Vicarious Trauma, professional Burnout, and reflective practice

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