Understanding and Improving Classroom Emotional Climate and Behavior Management in the "Real World": The Role of Head Start Teachers' Psychosocial Stressors

Autor/inn/en	Grining, Christine Li; Raver, C. Cybele; Champion, Kina; Sardin, Latriese; Metzger, Molly; Jones, Stephanie M.
Titel	Understanding and Improving Classroom Emotional Climate and Behavior Management in the "Real World": The Role of Head Start Teachers' Psychosocial Stressors
Quelle	In: Early Education and Development, 21 (2010) 1, S.65-94 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Early Intervention; Disadvantaged Youth; Disabilities; Training; Stress Variables; Classroom Environment; Classroom Techniques; Behavior Modification; Hypothesis Testing; Student Behavior; Psychological Patterns; Mental Health; Consultants; Teaching Conditions; Teacher Attitudes; Emotional Response; Illinois + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Handicap; Behinderung; Ausbildung; Klassenklima; Unterrichtsklima; Klassenführung; Behaviour modification; Verhaltensänderung; Hypothesenprüfung; Hypothesentest; Student behaviour; Schülerverhalten; Psychohygiene; Consultant; Berater; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Emotionales Verhalten
Abstract	Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their use of an intervention designed to improve classroom emotional climate and behavior management. Practice or Policy: Findings from Study 1 were mixed; notably, teachers' personal stressors were moderately predictive of lower use of effective strategies of behavior management in the classroom. Findings from Study 2 suggest that psychosocial stressors are not a barrier to teachers' use of intervention services. Contrary to our expectations, teachers reporting more stressors attended more training sessions than did teachers reporting fewer stressors. Teachers reporting higher levels of stress availed themselves of less support from mental health consultants during classroom consultation visits offered to treatment group classrooms as part of the intervention. (Contains 3 footnotes and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10