The Day-to-Day Reality of Teacher Turnover in Preschool Classrooms: An Analysis of Classroom Context and Teacher, Director, and Parent Perspectives

Cassidy, Deborah J.; Lower, Joanna K.; Kintner-Duffy, Victoria L.; Hegde, Archana V.; Shim, Jonghee

doi:10.1080/02568543.2011.533118

Cited by 80 publications

(49 citation statements)

References 18 publications

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“…Low compensation for teachers has been related to high teacher turnover and low quality of instruction (Whitebook, 2013). Teacher turnover is disruptive to children and families and affects relationships children develop with their teachers (Cassidy, Lower, Kintner, Hegde, & Shim, 2011;Whitebook & Sakai, 2003). Furthermore, low compensation has implications for the success of professional development systems for teachers, as there are limited financial incentives for teachers to become better qualified (Cassidy, Vardell, & Buell, 1995).There is also evidence that teacher compensation is related to observed classroom quality (Torquati et al, 2007).…”

Section: Teacher Professional Well-beingmentioning

confidence: 95%

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

Cassidy

King

Wang

et al. 2016

Early Child Development and Care

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Section: Teacher Professional Well-beingmentioning

confidence: 95%

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

Cassidy

King

Wang

et al. 2016

Early Child Development and Care

Self Cite

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“…Estimates vary depending on the data source, but some suggest that preschool teachers have turnover rates of between 13% and 50% per year, with nearly 20% of childcare workers leaving the field altogether. Both stress and turnover are linked to lower‐quality classrooms and lower‐quality caregiver–child interactions (Cassidy, Lower, Kintner‐Duffy, Hedge, & Shim, ; Forry et al, ).…”

Section: The Challenge Of Caring For Childrenmentioning

confidence: 99%

Supporting Children's Early Development by Building Caregivers' Capacities and Skills: A Theoretical Approach Informed by New Neuroscience Research

Magnuson

Schindler

2019

J of Family Theo & Revie

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The potential of parent training and professional development programs for improving early childhood experiences and later outcomes is well established. Yet traditional models of training and support, which largely consist of providing information to parents and teachers, have not met the needs of caregivers who experience the greatest levels of adversity. In this article, we describe the challenges faced by low‐income parents and nonparental caregivers, review traditional theoretical models used in parenting and professional development programs, and discuss a new approach focusing on building caregivers' self‐regulation and executive function skills. We review innovative program efforts focused on family goal setting, caregiver stress reduction, and reducing barriers that impede caregivers' core capabilities. Although there is still much to learn about these approaches, we conclude that addressing self‐regulation and executive function in caregivers is worthy of more theoretical and empirical study.

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“…Caregiving discontinuity in preschool settings is broadly defined as instability and inconsistency in children’s relationships with their teachers (Sandstrom & Huerta, 2013), and can be operationalized in a number of ways. For example, it has frequently been defined as events that terminate the teacher-child relationship, such as when parents change their child’s caregiving arrangement, or when teachers leave their centers (i.e., staff turnover) (Cassidy, Lower, Kintner-Duffy, Hegde, & Shim, 2011). Caregiving discontinuity can also be defined in terms of children transitioning to new classrooms with new teachers as they age out of their classrooms or reach developmental milestones (Cryer, Hurwitz, & Wolery, 2001).…”

mentioning

confidence: 99%

Examining the associations between daily caregiving discontinuity and children’s social-emotional outcomes.

Le¹,

Schaack²,

Setodji³

2015

Developmental Psychology

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Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children’s experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move between classrooms on a daily basis, and the associations between children’s and teachers’ rate of daily movement between classrooms with children’s social-emotional outcomes. A moderate to high prevalence of child and teacher movement between classrooms was observed (29% and 83%, respectively). Children who were younger, considered solitary, and who had been enrolled in their classroom for shorter periods of time were less likely to transition between classrooms. Children’s rate of movement was a positive predictor of teachers’ perceived conflict with children in their care, and a negative predictor of teachers’ perceived closeness. In addition, the more frequently teachers moved, the less children were inclined to indicate liking their teachers or centers. However, the more frequently children moved, the more likely children were to indicate liking their peers and for their peers to indicate liking them. Results are interpreted in light of additional research avenues that can inform sensible daily teacher continuity practices.

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The Day-to-Day Reality of Teacher Turnover in Preschool Classrooms: An Analysis of Classroom Context and Teacher, Director, and Parent Perspectives

Abstract: The day-today reality of teacher turnover in preschool classrooms: An analysis of classroom context and teacher, director, and parent perspectives.

Cited by 80 publications

References 18 publications

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

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

Supporting Children's Early Development by Building Caregivers' Capacities and Skills: A Theoretical Approach Informed by New Neuroscience Research

Examining the associations between daily caregiving discontinuity and children’s social-emotional outcomes.

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