Classroom-Based Interventions and Teachers' Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings

Autor/inn/en	Zhai, Fuhua; Raver, C. Cybele; Li-Grining, Christine
Titel	Classroom-Based Interventions and Teachers' Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 4, S.442-452 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2011.03.003
Schlagwörter	School Readiness; Teacher Improvement; Disadvantaged Youth; Teaching Experience; Teaching Conditions; Early Intervention; Teacher Attitudes; Preschool Teachers; Stress Variables; Urban Schools; Self Efficacy; Behavior Modification; Faculty Development; Mental Health; Consultants; Stress Management; Workshops; Program Effectiveness; Racial Differences; Illinois + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Benachteiligter Jugendlicher; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Self-efficacy; Selbstwirksamkeit; Behaviour modification; Verhaltensänderung; Psychohygiene; Consultant; Berater; Stressmanagement; Stressbewältigung; Lernwerkstatt; Schulung; Rassenunterschied
Abstract	Preschool teachers' job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers' perceived job control and work-related resources. We also found that the CSRP decreased teachers' confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10