Children's Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave

Autor/inn/en	Kwon, Kyong-Ah; Jeon, Shinyoung; Castle, Sherri; Ford, Timothy G.
Titel	Children's Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave
Quelle	In: Early Childhood Education Journal, 50 (2022) 7, S.1221-1232 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01253-7
Schlagwörter	Behavior Problems; Social Services; Low Income Students; Federal Programs; Children; Experience; Early Intervention; Family (Sociological Unit); Preschool Education; Surveys; Well Being; Teacher Attitudes; Depression (Psychology); Symptoms (Individual Disorders); Job Satisfaction; Child Development; Faculty Mobility; Correlation; Preschool Teachers; Teacher Persistence; Head Start Family and Child Experiences Survey + Suchen Sie Ihr Suchwort? Social service; Soziale Dienstleistung; Soziale Dienste; Child; Kind; Kinder; Erfahrung; Familie; Pre-school education; Vorschulerziehung; Survey; Umfrage; Befragung; Well-being; Wellness; Wohlbefinden; Lehrerverhalten; Psychiatrische Symptomatik; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Kindesentwicklung; Korrelation; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule
Abstract	Using the nationally representative Head Start Family and Child Experiences Survey 2014 (FACES 2014), this study examined the associations of Head Start children's behavioral challenges with teachers' well-being (i.e., depressive symptoms, job commitment) and intent to leave, controlling for teacher characteristics. We sought to explore the direct and indirect associations of Head Start children's behavioral challenges with teachers' intent to leave, potentially mediated by teacher well-being. The results indicate that children's behavioral challenges were not directly associated with Head Start teachers' intent to leave. However, these behavioral challenges were indirectly associated with teachers' intent to leave through their link to teachers' depressive symptoms and commitment. This study provides insight for policy and practice as the field aims to build a healthy and sustainable workforce committed to a high-quality early care and education experience critical to children's development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01