Finding something good in the bad: the curvilinear emotional demand-conflict teacher–child relationship link

Aboagye, Michael Osei; Qin, Jinliang; Chen, Siyuan; Antwi, Collins Opoku; Ntim, Seth Yeboah

doi:10.1080/03004430.2020.1714606

Cited by 9 publications

(7 citation statements)

References 77 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Workplace bullying is a pervasive and problematic issue in ECEC (Lucas, 2018 ) and can have devastating consequences for individuals and the workforce (Aboagye et al, 2021 ). As one of our participants explained, bullying can create a toxic environment, “ My previous job impacted my mental health to an extent that I had to seek counselling services.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Workplace Bullying in Early Childhood Education Settings: Prevalence and Protective Factors

McFarland

Bull

Cumming

et al. 2022

IJEC

View full text Add to dashboard Cite

Workplace bullying in the early childhood education and care (ECEC) sector is a pervasive and significant issue in Australia and globally. Workplace bullying can negatively impact early childhood professionals’ mental health, contributing to staff turnover and attrition. Given the current, and predicted, future shortages of ECEC staff, it is critical that strategies be implemented to support staff well-being and maintain healthy and safe workplaces. The aims of this study were to examine the current prevalence of workplace bullying in the ECEC sector in Australia and to identify protective workplace factors associated with lower prevalence of workplace bullying. Using a convergent parallel mixed methods design, findings are drawn from qualitative and quantitative survey questions within a large study on ECEC educators’ well-being conducted in Australia. Participants were 591 early childhood professionals working in ECEC a variety of ECEC settings. Findings indicated that 24.6% of respondents reported experiencing workplace bullying and that most bullying was perpetrated by co-workers. Some workplace factors were related to lower rates of bullying, including positive teamwork, better supervisor relations, lower work-related stressors and having greater influence on workplace decisions. Implications of the findings are discussed in relation to informing policy and practices to address workplace bullying in the ECEC sector by identifying aspects of the workplace that serve as protective factors.

show abstract

Section: Discussionmentioning

confidence: 99%

“…Given that workplace bullying can negatively impact educators’ mental health and contribute to a toxic work climate, educator–child interaction quality may suffer as a result (Aboagye et al, 2021 ). Bullying may also contribute to the high staff turnover and attrition rate currently evident in Australian ECEC (Thorpe et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Workplace Bullying in Early Childhood Education Settings: Prevalence and Protective Factors

McFarland

Bull

Cumming

et al. 2022

IJEC

View full text Add to dashboard Cite

show abstract

“…These outcomes are largely produced by job design that overburdens teachers (Bennell & Akyeampong, 2007;Osei, 2006). If Ghanaian teachers are emotionally exhausted (Lee & Wolf, 2019), any expectations of close teacher-child relationship (Aboagye et al, 2019(Aboagye et al, , 2020a(Aboagye et al, , 2020b purely based on Ghanaian collectivism (Affum- Osei et al, 2019aOsei et al, , 2019b may not be guaranteed. Teacher professional identity in the domain of motivation may explicate the health impairment process of teacher ill-being (strain) and the consequent work withdrawals, influencing students' learning outcomes, by revealing elements that promote the enactment of healthy emotional labor strategy in executing emotional labor at ECE centers.…”

Section: Study Context: the Early Childhood Education (Ece) In Ghanamentioning

confidence: 99%

“…Job demands are seen as stressors that potentially produce strain (e.g., exhaustion), impairing employees' health whilst job resources are considered health-protective, engendering motivational impetus (e.g., engagement). These two mechanisms are referred to as the energetic (strain) and motivational (engagement) effects of job demands and resources, respectively (Aboagye et al, 2020b;Affum-Osei et al, 2021). In addition to the main effects, the interaction effects of these two job characteristics have been observed -the buffer effect of job resources (Antwi et al, 2019;Boadi et al, 2022) and the amplifying effects of job demands .…”

Section: Theoretical Premise: the Job Demands-resources (Jd-r) Theorymentioning

confidence: 99%

“I-just-wanna-get-by” hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy

et al. 2023

Self Cite

View full text Add to dashboard Cite

Motivation deficit in low- and middle-income countries (LMICs) has implications for teacher well-being and education outcomes. This study, utilizing the job demand resource (JD-R) theory, explores the role of teacher identity as a motivational resource that antecedes emotional labor strategies – deep acting and surface acting. We further examined the relationship between emotional labor strategies and teacher work withdrawals – presenteeism and lateness, and the intervening role of teacher emotional exhaustion. We tested our theoretical model using 574 preschool teachers in Ghana. We found that teacher identity relates positively to deep acting but negatively to surface acting. And that deep acting relates to work withdrawals negatively whilst surface acting is associated with them positively. Deep acting diminishes work withdrawals because of its capacity to prevent emotional exhaustion, but the mediation role of emotional exhaustion in surface acting and work withdrawal links was non-significant. Our study presents preliminary evidence from an emerging economy on the central role of teacher identity (motivation component) in emotion management in an attempt to reduce emotional strain, thereby lessening negative work behaviors.

show abstract

“…The pressures of "school readiness" rhetoric can push responsible authorities to adopt curriculum frameworks for ECEC that emphasise learning areas similar to those in later stages of education. This, in turn, raises concerns about the "schoolification" of ECEC if children's holistic development and well-being, including the fundamental role of play, are not also clearly supported through the curriculum framework (Needham and Ülküer, 2020 [60]). Nevertheless, providing content-specific material and goals in curriculum frameworks can help ensure that staff have ample opportunities for rich interactions with children, creating higher quality environments (Denny, Hallam and Homer, 2012[61]; Wysłowska and Slot, 2020 [62]).…”

Section: Curriculum Framework Situate Early Childhood Education and C...mentioning

confidence: 99%

Starting Strong VI

2021

Starting Strong

View full text Add to dashboard Cite

Shahinian also provided support for report production and communications. Julie Harris edited the report. Statistical analyses and outputs were co-ordinated by Elisa Duarte and Thomas Radinger with contribution from Vanessa Denis and Victoria Liberatore. Thomas Radinger led the development of the accompanying online platform, Starting Strong: Mapping quality in early childhood education and care with

show abstract

Finding something good in the bad: the curvilinear emotional demand-conflict teacher–child relationship link

Cited by 9 publications

References 77 publications

Workplace Bullying in Early Childhood Education Settings: Prevalence and Protective Factors

Workplace Bullying in Early Childhood Education Settings: Prevalence and Protective Factors

“I-just-wanna-get-by” hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy

Starting Strong VI

Contact Info

Product

Resources

About