Understanding Preschool Teachers’ Emotional Support as a Function of Center Climate

Zinsser, Katherine M.; Curby, Timothy W.

doi:10.1177/2158244014560728

Cited by 26 publications

(14 citation statements)

References 27 publications

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“…Therefore, Zinsser et al (2016) suggested that modelling attending to emotions, emotionally sensitive reacting and responding, and emotionally sensitive teacher development are essential for kindergarten principals to foster children's SEL, teachers' emotional competence, well-being, job satisfaction, and commitment. It is not surprising then that studies have demonstrated a positive relationship between the quality of kindergarten management and the quality of the children's learning environment (Zinsser & Curby, 2014). However, it is still unclear how ECE principals regulate their emotions to create a desirable psychosocial climate in the kindergarten.…”

Section: The Ece Contextmentioning

confidence: 99%

Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals

Yin

2021

Asia-Pacific Edu Res

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The study examined how emotion regulation strategies were utilised by kindergarten principals to fulfil their leading roles. In-depth interviews and document analysis were conducted with five kindergarten principals in Hong Kong. The principals linked their emotions to the psychosocial climate of the kindergartens, highlighting that emotion regulation is essential for the flourishing of the kindergartens. In line with the process model of emotion regulation, principals employed both antecedent-focused and response-focused emotion regulation strategies throughout their work to maintain a positive and rational outlook. In addition, the study also identified that the principals employed interpersonal emotion regulation strategies to facilitate their emotion regulation through social interactions. Together, these strategies contributed to the emotional well-being of the principals, thus optimising their interactions with teachers and parents, so that the children would also benefit. Implications for emotion regulation theory and kindergarten principal leadership are discussed.

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Section: The Ece Contextmentioning

confidence: 99%

Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals

Yin

2021

Asia-Pacific Edu Res

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“…Several studies have shown that teaching is one of the most stressful occupations (e.g. Clement, 2017), and directors have an important role in supporting teachers in their job (Zinsser and Curby, 2014). Considering the importance of the role directors have in supporting teachers in their job, it is important to investigate what causes stress to them and what kind of coping strategies they use.…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, while teacher stress has been studied extensively at different school levels (e.g. Chaplain, 2017), less studies have been conducted in day care settings (Zinsser and Curby, 2014). Consequently, the current study tries to understand how day care center directors perceive their work and how to best support them in their job.…”

Section: Introductionmentioning

confidence: 99%

Directors' stress in day care centers: related factors and coping strategies

Elomaa

Pakarinen

Eskelä-Haapanen

et al. 2020

IJEM

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PurposeThis study aims to explore what causes stress to day care center directors and what their coping strategies are. In addition, the study examined the extent to which directors experience work-related stress and burnout, and the factors associated with their work-related stress, engagement and recovery from work.Design/methodology/approachA mixed method approach was used.FindingsThe results showed that the main sources of directors' stress were connected to leading oneself, leading others, managing change and lack of social support. Moreover, the main coping strategies with stress were leading oneself, social support and leading others. In addition, both pre- and in-service leadership training played a significant role in the experience of stress. The nature of factors causing stress and coping strategies with stress may imply that directors need further support in self-management and developing their internal competences.Research limitations/implicationsThe present study has limitations that need to be considered when making generalizations. First, a small sample size limits the generalization of the findings. Second, the study relied solely on one source of information, i.e. directors' self-reports. Third, data were collected only at one time point at the end of the year when stress levels might have accumulated. Finally, the study has been done in the Finnish educational context where day care center directors' job description varies depending on municipality.Practical implicationsThe findings provide important information about the causes of directors' work-related stress as well as their coping strategies and about factors that might be related to those.Social implicationsBecause directors' stress impact on children’s development and well-being through teachers' well-being, it is crucial to pay attention on directors' well-being and provide more support for them.Originality/valueThe current study is among the few ones focusing on the stress of directors at early childhood education (ECE) settings.

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“…As daycare centers are generally located in smaller spaces, close cooperation with fellow teachers and directors is important as it increases the psychological stability and positive self-awareness of childcare teachers [ 35 , 36 , 37 ]. Social support in the workplace includes assistance and resources that can be obtained from colleagues and supervisors surrounding an individual [ 38 , 39 ], while social support in the workplace of childcare teachers was reported to prevent burnout [ 36 , 40 ]. When teachers believed that they had received a fair evaluation from their colleagues and supervisors and when they received love, respect, and interest from fellow teachers and directors, they showed higher levels of self-confidence [ 41 ].…”

Section: Introductionmentioning

confidence: 99%

The Mediating Effect of Childcare Teachers’ Resilience on the Relationship between Social Support in the Workplace and Their Self-Care

Nam-Shim¹,

Song

김

2020

IJERPH

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(1) Background: The purpose of this study is to examine the relationship between social support in the workplace for childcare teachers, resilience, and self-care. This study explores the inner mechanism that helps to strengthen self-care of childcare teachers, which enables teachers to provide quality care to children and promote their own wellbeing. (2) Methods: The survey was conducted from September to October 2018 for childcare teachers in Seoul and Gyeonggi Province using convenience sampling. Out of 550 questionnaires, 491 were returned, with 466 used for the analysis, excluding those with incomplete responses. The collected data were analyzed using descriptive statistics, correlation analysis, and mediation analysis. (3) Results: There were significant correlations between all variables. The mediation analysis showed a complete mediation of resilience. (4) Conclusion: Childcare teachers first have to take good care of themselves in order to perform well as a childcare professional. Educational materials and counseling programs tailored for childcare teachers need to be developed for better self-care and building greater resilience. Materials for directors of daycare centers, as well as teachers stressing the importance of social support for each other, will help childcare teachers’ effective functioning in their professional and personal life. Prevention and intervention programs for self-care will eventually help lower the costs of healthcare in society.

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Understanding Preschool Teachers’ Emotional Support as a Function of Center Climate

Cited by 26 publications

References 27 publications

Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals

Being the Weather Gauge of Mood: Demystifying the Emotion Regulation of Kindergarten Principals

Directors' stress in day care centers: related factors and coping strategies

The Mediating Effect of Childcare Teachers’ Resilience on the Relationship between Social Support in the Workplace and Their Self-Care

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