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Autor/inn/en | Sandilos, Lia; Goble, Priscilla; Schwartz, Samantha |
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Titel | Burnout and Teacher-Child Interactions: The Moderating Influence of SEL Interventions in Head Start Classrooms |
Quelle | In: Early Education and Development, 31 (2020) 7, S.1169-1185 (17 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Goble, Priscilla) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
DOI | 10.1080/10409289.2020.1788331 |
Schlagwörter | Teacher Burnout; Preschool Teachers; Early Intervention; Faculty Development; Social Development; Emotional Development; Teacher Student Relationship; Program Effectiveness; Correlation; Child Behavior; Aggression; Classroom Environment; Cognitive Development; Teacher Attitudes; Classroom Assessment Scoring System Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Soziale Entwicklung; Gefühlsbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Klassenklima; Unterrichtsklima; Kognitive Entwicklung; Lehrerverhalten |
Abstract | Research Findings: The present study explored the extent to which teachers' participation in professional development focused on children's social-emotional learning moderated the relation between self-reported burnout and teacher-child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) Project. Teachers were assigned to one of the three SEL interventions (PATHS, Incredible Years, or Tools of the Mind-Play) or a control group. Results revealed a moderating effect of treatment condition. Specifically, in control classrooms, higher self-reported burnout was related to a decline in Instructional Support scores over the course of the year. In contrast, the negative association between burnout and teacher-child interactions was not present in the intervention condition. Follow-up analyses indicated that this moderating effect was only present for teachers who were trained in the PATHS and Incredible Years interventions. Practice or Policy: Findings suggest that training and participation in interventions focused on social-emotional learning may serve as a buffer against the detrimental influence of burnout on teachers' classroom practices. (As Provided). |
Anmerkungen | Routledge. 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 |