Early childhood education and early childhood special education teachers’ perceived stress, burnout, and depressive symptoms
Bibliographic Data
| ID | 11338010 |
|---|---|
| Authors | Hyun-Joo Jeon, Hyun‐Joo Jeon (0000-0001-6243-4881, University of Nevada, Reno, corresponding author), Kyong-Ah Kwon (0000-0002-1906-8481, University of Tulsa), Christina McCartney, Christina M McCartney (0000-0002-6038-5614, University of Nevada, Reno), Lindsay Diamond, Lindsay L Diamond (0000-0003-3535-5170, University of Nevada, Reno) |
| Year | 2024 |
| Volume | 166 |
| Pages | 107915 |
| Publication date | 2024-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Children and Youth Services Review (JOURNAL) |
| Journal identifiers | ISSN: 0190-7409 • E-ISSN: 1873-7765 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.childyouth.2024.107915 |
| PMID | 39553463 |
| OpenAlex | W4402468476 |
| Language | EN |
| Citations received | 8 |
| References cited | 100 |
The current study examines the relationships between teachers' job-demands and resources, perceived stress, job burnout, and depressive symptoms through an online survey administered to early childhood education (ECE: n = 143) and early childhood special education (ECSE: n = 121) teachers in a western state of the United States. Results showed no difference between ECE and ECSE teachers in their levels of job-demands, resources, perceived stress, job burnout, and depressive symptoms. Both ECE and ECSE teachers' job-related stressors were positively related to their perceived stress, and their job commitment was negatively associated with job burnout. However, there were some differences in the correlates of job burnout between ECE and ECSE teachers. For ECE teachers, the number of children with disabilities and their teaching efficacy predicted their job burnout, whereas with ECSE teachers, job-related stressors and the supportiveness of school climate (or the lack thereof) were indirectly related to their job burnout through their perceived stress. The current study suggests that providing professional development for these teachers and enhancing a school's supportive climate will promote the well-being of both ECE and ECSE teachers
Anxiety · Burnout · Depressive symptoms · Developmental psychology · Early childhood · Early childhood education · Pedagogy · Psychiatry · Special education · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Medicine · Psychology · Resilience and Mental Health
Special education teachers’ coping and resilience in two times of crisis
Teachers’ Occupational Well-Being in the Finnish Two-Year Pre-Primary Education Trial
The Rewards and Stresses of Teaching for Infant and Toddler Educators
Balancing Job Demands and Resources
Head Start Teacher Turnover and Retention 2010–2022
The well-being efficacy scale for early educators (Wesee)
Teachers’ professional well-being in Dutch child care and after-school care programs
Who is more likely to thrive and who is more likely to have thoughts about quitting teaching
Preschool and Child Care Expulsion and Suspension
Perceived Teacher Self‐Efficacy as a Predictor of Job Stress and Burnout
Teacher Stress
Pathways from teacher depression and child-care quality to child behavioral problems.
Caring school communities
Burnout–depression overlap
Early Childhood Teachers’ Psychological Well-Being
The Physical and Mental Health of Head Start Staff
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”
Personal and contextual factors related to teachers’ experience with stress and burnout
Job Resources Buffer the Impact of Job Demands on Burnout.
Burnout and Depression
Teachers’ Social–Emotional Capacity
Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout.
Teacher Turnover
Neglected Elements of a High-Quality Early Childhood Workforce
Occupational Stress, Burnout, and Health in Teachers
Teachers' self-efficacy beliefs as determinants of job satisfaction and students' academic achievement
Mental health in teachers
Understanding the burnout experience
Generalized expectancies for internal versus external control of reinforcement.
Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being
Job demands–resources theory
The Prosocial Classroom
The job demands-resources model of burnout.
When Fulfillment is Not Enough
Testing a holistic conceptual framework for early childhood teacher well-being
A Cross Validation Study of the Maslach Burnout Inventory
Self-efficacy
The Health and Working Conditions of Women Employed in Child Care
The measurement and prediction of career commitment
Job demands and job resources as predictors of teacher motivation and well-being
Teachers’ burnout, depression, role ambiguity and conflict
Self-reported depression in nonfamilial caregivers
Turnover begets turnover
Classroom-based interventions and teachers’ perceived job stressors and confidence
Development of the child care worker job stress inventory
To Whom Little Is Given, Much Is Expected
Occupational stress and well-being among Early Head Start home visitors
Predicting preschool teacher retention and turnover in newly hired Head Start teachers across the first half of the school year
Teacher efficacy in student engagement, instructional management, student stressors, and burnout
Stressors and coping strategies through the lens of Early Childhood/Special Education pre-service teachers
Teacher job satisfaction and motivation to leave the teaching profession
Special education teachers' relationships with students and self-efficacy moderate associations between classroom-level disruptive behaviors and emotional exhaustion
Teaching students with Autism Spectrum Disorder across various educational settings
A longitudinal study of teacher burnout and perceived self-efficacy in classroom management
Career choice motivations in teacher training as predictors of burnout and career optimism in the first year of teaching
Ready to teach? A profile analysis of cognitive and motivational-affective teacher characteristics at the end of pre-service teacher education and the long-term effects on occupational well-being
Self-efficacy and causal attributions in teachers
Teacher burnout in pre-schools
The measurement of experienced burnout
Teacher efficacy
Burnout and work engagement among teachers
Job Burnout
Occupational stress in head teachers
Individual contributory factors in teacher stress
Job stressors, personality and burnout in primary school teachers
A Global Measure of Perceived Stress
The Effect of Work Stress on Job Burnout Among Teachers
| Citations per year | 8 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |