Preschool Teachers' Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing

Autor/inn/en	Hur, Eunhye; Jeon, Lieny; Buettner, Cynthia K.
Titel	Preschool Teachers' Child-Centered Beliefs: Direct and Indirect Associations with Work Climate and Job-Related Wellbeing
Quelle	In: Child & Youth Care Forum, 45 (2016) 3, S.451-465 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-1890
DOI	10.1007/s10566-015-9338-6
Schlagwörter	Preschool Teachers; Early Childhood Education; Teacher Attitudes; Developmentally Appropriate Practices; Preschool Education; Early Intervention; Path Analysis; Correlation; Work Environment; Well Being; Job Satisfaction; Stress Variables; Collegiality; Student Centered Learning + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lehrerverhalten; Entwicklungsbezogene Bildung; Pfadanalyse; Korrelation; Arbeitsmilieu; Well-being; Wellness; Wohlbefinden; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Kollegialität; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit
Abstract	Background: Early childhood teachers' child-centered beliefs, defined as teachers' attitudes about how children learn, have been associated with teachers' developmentally appropriate practices and positive child outcomes. The predictors of teachers' child-centered beliefs, however, are less frequently explored. Objective: This study tested whether teachers' perceived work climate in child-care programs is associated with their child-centered beliefs, mediated by their job-related well-being. Methods: The sample consisted of 522 preschool teachers (16% Head Start, and 25% nationally accredited programs). Path analysis was conducted to test the direct and indirect associations between teachers' perceived work climate (i.e., collegiality and influence), job-related well-being (i.e., satisfaction and stress), and child-centered beliefs. Results: The results of the path analysis showed that teachers' perceived collegiality and influence had positive associations with job-related satisfaction, which in turn was positively associated with child-centered beliefs. On the other hand, teachers' influence in the program was negatively associated with job-related stress, which was in turn, positively associated with child-centered beliefs. Test of mediation using bootstrapping technique showed significant mediation effects. Conclusions: Work climate in child-care programs has important implications for teachers' child-centered beliefs through job-related well-being. Teachers may need more support from the program directors and policy to create high levels of collegiality and influence, which will eventually be related with more developmentally appropriate philosophy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01