Head Start Teacher Well-Being: Implications for Policy and Practice

Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours

“…Teachers have long reported dissatisfaction with compensation and work conditions in the early care and education field (Bullough et al, 2012;Liu & Ramsey, 2008). Low compensation for teachers has been related to high teacher turnover and low quality of instruction (Whitebook, 2013).…”

Who are they and What do they Need: Characterizing and Supporting the Early Childhood Assistant Teacher Workforce in a Large Urban District

“…Across the United States, at least one assistant teacher is typically staffed within each ECE classroom (Sosinsky & Gilliam, ), and evidence suggests that assistant teachers contribute to classroom quality alongside lead teachers (Curby, Boyer, Edwards, & Chavez, ). In addition, many assistant teachers aspire to become lead teachers and progress in the teaching hierarchy (Bullough, Hall‐Kenyon, & MacKay, ; Wagner & French, ), indicating that they are an important contributor to the lead teacher pipeline. In order to maintain a strong assistant teacher workforce, it is critical to understand how to improve the quality of their practices and how to retain them within the ECE profession.…”

Burnout in Special Needs Teachers at Kindergarten and Primary School: Investigating the Role of Personal Resources and Work Wellbeing

“…Nevertheless, to the best of our knowledge, no studies have analyzed the predictive role of personal resources and teacher well‐being in relation to burnout, in a sample of kindergarten teachers assigned to children with special needs. Although U.S. teachers in preschool and Pre‐K, after the implementation of the federal government's No Child Left Behind (NCLB) Act are experiencing increased pressure to improve student academic performance (Brown, & Lan, ), Italian kindergarten teachers are required to nurse and mother their students on top of their regular behavior management and instructional duties (Bullough, Hall‐Kenyon, & MacKay, ; Tsai, Fung, & Chow, ).…”