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Shes supporting them; whos supporting her? Preschool center-level social-emotional supports and teacher well-being
Short Title: Shes supporting them; whos supporting her?
Format: Book
Publication Year: 2016
Publisher: Elsevier
Sources ID: 89171
Notes: Access: http://hdl.handle.net/10027/21451External Resources: Cite This Item Advanced options ... Access: http://hdl.handle.net/10027/21451 Materials specified: Item Resolution URL Instruction: Put this Resolution URL in a web browser to view this item. Genre/Form: Article Identifier: Early childhood education; Teachers; Social emotional learning General Info: Open access content/ Open access content Material Type: Internet resource (url) Date of Entry: 20171002 Update: 20171002 Provider: OCLC
Visibility: Public (group default)
Abstract: (Show)
Preschool teachers across the country have been charged to prepare children socially and emotionally for kindergarten. Teachers working in preschool centers are supporting childrens social and emotional learning (SEL) within a rich ecology of emotion and social relationships and the present study considers how the supports implemented for childrens SEL at the centerlevel are associated with teachers psychological health and workplace experiences. Hierarchical linear models were constructed using data from the Head Start Family and Child Experiences Survey 2009 cohort. Results indicate that although teachers work in individual classrooms, they share common perceptions at the center-level of their workplace climate, access to support, and, although to a lesser extent, experience commonalities in psychological health and job satisfaction. Furthermore, in centers that had implemented more supports for childrens SEL (including access to mental health consultants, classroom curriculum, and training and resources for teachers) teachers were less depressed, more satisfied with their jobs, felt more supported in managing challenging behavior, and viewed the workplace climate of their center as more positive. Findings are discussed in light of the national efforts to increase and retain a highquality early childhood workforce. Copyright � 2016 Elsevier B.V. or its licensors or contributors. ScienceDirect � is a registered trademark of Elsevier B.V.