Identifying Primary and Secondary Stressors, Buffers, and Supports That Impact ECE Teacher Wellbeing: Implications for Teacher Education

Autor/inn/en	Tebben, Erin; Lang, Sarah N.; Sproat, Eliza; Tyree Owens, Jovanna; Helms, Sydney
Titel	Identifying Primary and Secondary Stressors, Buffers, and Supports That Impact ECE Teacher Wellbeing: Implications for Teacher Education
Quelle	In: Journal of Early Childhood Teacher Education, 42 (2021) 2, S.143-161 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tebben, Erin) ORCID (Lang, Sarah N.) ORCID (Sproat, Eliza)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2021.1918294
Schlagwörter	Stress Variables; Well Being; Coping; Preschool Teachers; Faculty Development; Early Childhood Education; Work Environment; Teacher Attitudes; Social Networks; Social Support Groups; Preservice Teacher Education; Intervention; Educational Policy; Child Welfare; Teacher Characteristics + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Bewältigung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Arbeitsmilieu; Lehrerverhalten; Social network; Soziales Netzwerk; Social support; Soziale Unterstützung; Lehramtsstudiengang; Lehrerausbildung; Politics of education; Bildungspolitik; Kindeswohl
Abstract	Stress has been shown to negatively impact early childhood teachers' abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter- and intra-personal dimensions of early childhood teacher stress and applied the Stress Process model to teachers' experience of work-related stress. Results from this qualitative study suggest that teachers experience primary stressors associated with the work itself and interactions with others within the workplace. They also experience secondary stressors when their work interferes with other domains of their lives. Despite these stressors, teachers have developed a variety of coping strategies and created networks of social support to buffer the impact of stressors on their practice. These findings use teachers' own experiences to inform the types of pre-service training, professional development, and policy interventions that have the greatest potential to reduce ECE teacher stress and enable them to provide the highest quality early care and education for all children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01