The Well-Being of Head Start Teachers: A Scoping Literature Review

Autor/inn/en	Wilson, Deborah; Plesko, Corinne; Brockie, Teresa N.; Glass, Nancy
Titel	The Well-Being of Head Start Teachers: A Scoping Literature Review
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 4, S.747-772 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilson, Deborah) ORCID (Plesko, Corinne) ORCID (Brockie, Teresa N.) ORCID (Glass, Nancy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
Schlagwörter	Well Being; Federal Programs; Low Income Students; Social Services; Preschool Education; Literature Reviews; Preschool Teachers; Psychological Patterns; Stress Management + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Social service; Soziale Dienstleistung; Soziale Dienste; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Stressmanagement; Stressbewältigung
Abstract	Attention to students' socio-emotional, behavioral, and academic outcomes raises important considerations for the psychological well- being of teachers, especially Head Start teachers who often work with underserved families. This scoping review summarizes current literature on Head Start teacher psychological well-being and identifies (1) how teacher well-being is conceptualized and measured, (2) Which interventions exist to promote Head Start teacher psychological well-being or help them manage stress and (3) directions for future research. The review resulted in 32 articles (29 peer-reviewed and three gray literature). Findings highlight that research is primarily descriptive using cross-sectional surveys and secondary data. Evidence suggests that although resilient and committed as educators, Head Start teachers struggle to cope with the stressors involved in supporting early childhood education. Interventions to decrease stress and promote the psychological well-being are few but teachers indicate interest in such interventions. Autonomy, feeling valued for their work, collegiality between staff, and a supportive supervisor help improve job satisfaction, retention, and psychological well-being. Future research should be guided by conceptual models that prioritize Head Start teachers' input, use of validated measures of psychological well-being with consideration of cultural and structural factors that influence well-being. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01