Preschool Teachers' Self-Efficacy, Burnout, and Stress in Online Professional Development: A Mixed Methods Approach to Understand Change

Autor/inn/en	Roberts, Amy M.; LoCasale-Crouch, Jennifer; Hamre, Bridget K.; Jamil, Faiza M.
Titel	Preschool Teachers' Self-Efficacy, Burnout, and Stress in Online Professional Development: A Mixed Methods Approach to Understand Change
Quelle	In: Journal of Early Childhood Teacher Education, 41 (2020) 3, S.262-283 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2019.1638851
Schlagwörter	Preschool Teachers; Self Efficacy; Teacher Burnout; Stress Variables; Stress Management; Faculty Development; Online Courses; Program Effectiveness; Teacher Student Relationship; Conferences (Gatherings); Reflection; Writing Assignments; Interaction; Coaching (Performance); Child Development; Emotional Development; Social Development; Self Control; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Self-efficacy; Selbstwirksamkeit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Stressmanagement; Stressbewältigung; Online course; Online-Kurs; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Kindesentwicklung; Gefühlsbildung; Soziale Entwicklung; Selbstbeherrschung
Abstract	This mixed methods study examines the impact of online professional development on preschool teachers' self-efficacy, burnout, and stress. Participating teachers (n = 89) were randomly assigned into four groups: one of three treatment conditions (course-only, conference, reflective writing) or a control group. All treatment conditions received a 14-week online course on teacher-child interactions, which included regular homework assignments and community discussion boards. The conference and reflective writing conditions received additional supports. Regression analyses revealed that teachers who were in the course-only treatment condition had decreased self-efficacy and increased emotional exhaustion, a component of burnout, relative to the control group. However, teachers in the conference and reflective writing conditions did not experience such negative effects. Qualitative analyses suggest that all teachers tended to focus on personal challenges within the course, but teachers who had access to conference and reflective writing supports benefited from the availability of emotional outlets and/or opportunities for feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01