Exploring the Challenge of Teachers’ Emotional Labor in Early Childhood Settings

Purper, Cammy J.; Thai, Yvonne; Frederick, Thomas V.; Farris, Shari

doi:10.1007/s10643-022-01345-y

Cited by 20 publications

(5 citation statements)

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“…Early childhood teachers continue to face many job challenges, such as being underpaid, overburdened, and feeling burnt out, which can lead to teachers’ lack of interest in participating in research (Purper et al., 2022). Implementing an IECMHC model in ECE programs may be a strategy designed to support teachers’ practice and well‐being while also participating in research (Downer et al., 2018; Silver et al., 2023).…”

Section: Discussionmentioning

confidence: 99%

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Initial validation of the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom (HERS‐ECC‐C)

Futterer,

Mullins,

Bulotsky‐Shearer

et al. 2024

Infant Mental Health Journal

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The present study validated a newly developed easy‐to‐use observational instrument, the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom version (HERS‐ECC‐C), to measure the quality of the classroom environment within early care and education centers participating in a mental health consultation program in a diverse area of the southeastern United States. Using a confirmatory factor analysis, three factors emerged capturing critical aspects of a high‐quality classroom environment and demonstrated good reliability: (1) Supportive Practices, Positive Socioemotional Practices, and Classroom Management (α = .88), (2) Health and Family Communication (α = .79), and (3) Individualizing to Children's Needs (α = .80). Criterion‐related validity was established through concurrent associations between the three HERS‐ECC‐C subscales and the domains of the Classroom Assessment Scoring System (CLASS) and predictive associations with the Childcare Worker Job Stress Inventory. The HERS‐ECC‐C Supportive Practices and Health and Family Communication subscales were associated with all three CLASS domains, and the Individualizing to Children's Needs subscale was associated with the CLASS Instructional support domain. Higher HERS‐ECC‐C subscale scores were associated with lower teacher‐reported job stress. Findings provide initial evidence to support the use and continued development of the HERS‐ECC‐C as a tool to evaluate programs and classrooms engaged in mental health consultation professional development interventions.

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Section: Discussionmentioning

confidence: 99%

“…Early childhood teachers continue to face many job challenges, such as being underpaid, overburdened, and feeling burnt out, which can lead to teachers' lack of interest in participating in research (Purper et al, 2022).…”

Section: Associations With Teacher Stressmentioning

confidence: 99%

Initial validation of the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom (HERS‐ECC‐C)

Futterer,

Mullins,

Bulotsky‐Shearer

et al. 2024

Infant Mental Health Journal

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“…Un aspecto importante y poco explorado es la labor emocional de los docentes de la primera infancia, que involucra gestionar sus propias emociones para mantener el bienestar de los niños y sus familias. Este ejercicio emocional puede generar agotamiento y afectar negativamente la relación docente-infante, especialmente en situaciones excepcionales como una pandemia (Purper et al, 2022).…”

Section: Introductionunclassified

Estrés Laboral y Funciones Ejecutivas en docentes de Centro de Atención Integral a la Primera Infancia (CAIPI) del distrito de Panamá

Noriega-Martínez,

Gálvez Amores,

Martínez Mantovani

et al. 2024

IPC USMA

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El estrés es una forma de respuesta fisiológica ante cambios que causen tensión física, emocional y psicológica cuando nos enfrentamos a distintos retos de la vida, entre ellos el trabajo. El estrés crónico puede traer consecuencias nocivas para la salud integral física y emocional, sobre todo en condiciones adversas como la pandemia por COVID-19. Además, puede causar deterioro en las funciones ejecutivas, decisivas para responder de forma adaptativa a las demandas de nuestro ambiente. Luego del inicio de la pandemia, los docentes de centros de la primera infancia se volvieron parte de la fuerza trabajadora esencial, y se reportaron desmejoras en varios aspectos de su vida. Garantizar condiciones laborales adecuadas, podría no solo mejorar el trabajo y calidad de vida de los docentes, sino también la de sus alumnos. Objetivo: Analizar la relación entre el nivel de estrés docente y las funciones ejecutivas en docentes de Centros de Atención Integral a la Primera Infancia (CAIPI) del distrito de Panamá. Metodología y Muestra: Este fue un estudio cuantitativo, no experimental, con alcance correlacional y diseño de investigación transversal de una sola aplicación. Se incluyeron 67 docentes CAIPI que laborarán en el distrito de Panamá. A estos se les evaluó con una entrevista clínica junto a la Evaluación Conductual de la Función Ejecutiva (BRIEF®-A) y la Escala de Estrés Docente ED-6. Resultados y Conclusiones: Se observaron relaciones moderadas (r= 0.40-0.69) entre algunos factores del estrés establecidos por el ED-6 (ansiedad, depresión, creencias desadaptativas, presiones y desmotivación) y algunas funciones ejecutivas de acuerdo con el BRIEF®-A (iniciación, memoria de trabajo, control emocional y cambio). Estos hallazgos dan información acerca de la complejidad del trabajo docente y podrían brindar herramientas para crear una ruta hacia la formación en funciones ejecutivas y habilidades de control emocional como factor protector para el estrés docente. Esto a su vez podría tener un impacto significativo en el desarrollo de los niños y mejorar la dinámica de enseñanza-aprendizaje.

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“…Another Chinese study classifies the emotion regulation of preschool educators as having a long duration, high intensity, and wide range of emotional interactions [15]. As seen above, a kindergarten teacher faces a lot of psychological stress, which can lead to psychological burnout [16].…”

Section: Introductionmentioning

confidence: 99%

Pre-school Teachers’ Burnout: Examining the Relation to the Quality of Student-Teacher Interaction

Masitha¹,

Anggraeni²,

Saroinsong³

2023

Advances in Social Science, Education and Humanities Research

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Educators play the most crucial role in children's academic formation and social and emotional development. Teachers often face stress and challenges, which make them prone to burnout. High levels of burnout cause severe damage to children's development and learning achievement and can damage relationships between teachers, children, and parents. This study examines teacher burnout's effect on student-teacher interaction quality. To measure the impact of fatigue on the quality of interaction among 99 early childhood educators ranging in age from above 30 to under 30, with teaching experience ranging from less than ten years to more than ten years, using SPSS 25 regression. The results showed a calculated F value of 107,558 with a significance level of 0.00 < 0.05. It was concluded that the teacher burnout variable affected the quality of learning interactions in the classroom. The results of this study emphasize the importance of teachers' pedagogical well-being for the quality of their interaction with the student.

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Exploring the Challenge of Teachers’ Emotional Labor in Early Childhood Settings

Cited by 20 publications

References 54 publications

Initial validation of the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom (HERS‐ECC‐C)

Initial validation of the Health Environment Rating Scale‐Early Childhood Consultation‐Classroom (HERS‐ECC‐C)

Estrés Laboral y Funciones Ejecutivas en docentes de Centro de Atención Integral a la Primera Infancia (CAIPI) del distrito de Panamá

Pre-school Teachers’ Burnout: Examining the Relation to the Quality of Student-Teacher Interaction

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