Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms
Bibliographic Data
| ID | 12138151 |
|---|---|
| Authors | Lia E Sandilos (0000-0002-7474-6636, Temple University, corresponding author), Priscilla Goble (0000-0002-3248-4527, Texas State University), Sara E Rimm‐kaufman (0000-0002-1354-8249, University of Virginia), Robert C Pianta (0000-0002-6280-8051, University of Virginia) |
| Year | 2017 |
| Volume | 42 |
| Pages | 280-290 |
| Publication date | 2017-11-03 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0885-2006 • E-ISSN: 1873-7706 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ecresq.2017.10.009 |
| OpenAlex | W2766103405 |
| Language | EN |
| Citations received | 58 |
| References cited | 54 |
Affect (linguistics · Anxiety · Control (management · Developmental psychology · Intervention (counseling · Investment (military · Medical education · Pedagogy · Professional development · Psychiatry · Quality (philosophy · Stress (linguistics · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Educational and Psychological Assessments · Medicine · Psychology
Perspective-taking by teachers in coping with disruptive classroom behavior
Expanding the application of positive education to non-formal settings through training nonformal education teachers
A therapeutic-based professional development model for enhancing emotional regulation and positive discipline in early-career teachers in Thai schools
Internal Professional Mobility of Lyceum Teachers Belonging to Different Past Generations
Back to Basics
Job Satisfaction Among Early Childhood Educators and Preschool Teachers
How to Manage? Navigating Team Leadership in Ecec as a Resource
Cross-Regional Students’ Engagement and Teacher Relationships Across Online and In-School Learning
The journey from optimism to cynicism
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool
Teaching under fire
Youth Development Staff Experiences During the Covid-19 Pandemic
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions
Can Professional Development Programs for Early Childhood Education Teachers Enhance the Quality of Teacher‒Child Interactions? A Meta-Analysis
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
Improving Early Care and Education Professionals’ Teaching Self-Efficacy and Well-Being
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction
With Awareness Comes Competency
Burnout and Teacher–Child Interactions
Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System
Tools as well-being? AI teaching applications and teacher work stress
The effects of early childhood education and care quality on academic competences in early primary school
Change in early childhood classroom interaction quality after a professional development programme ( Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional )
Attending to Race in Teacher Well-Being Interventions
Interventions That Promote Teachers’ Occupational Well-Being
The feasibility and promise of Dialectical Behavior Therapy Skills Training with teachers and school personnel in high‐poverty schools
Teacher empathy and students with problem behaviors
Exploring early educator burnout and process quality in a statewide sample
Patterns of preschool educators' beliefs and practices over the course of a coaching intervention
The Impact of Curiosity on Teacher–Student Relationships
Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development
Predicting occupational burnout among kindergarten teachers
Examining the relationships between teachers’ affective states, self-efficacy, and teacher-child relationships in kindergartens
Early childhood teachers’ emotion regulation and socialization of children’s emotions
The Variables Associated with Burnout Among Korean Early Childhood Teachers
An examination of the self-system model of motivational development (SSMMD) from middle childhood through middle adolescence in the school context
Infant-toddler teachers’ early adversity, current wellbeing, and engaged support of early learning
The relationship between psychosocial characteristics of the work environment and job satisfaction in an Italian public ECE service
Early Childhood Teachers of Color in New York City
The Head Start teacher paradox
When bigger looks better
Integrating the Perma model and SWPBS approach
Direct and indirect pathways to early school adjustment
First do no harm
Linking early educator wellbeing to classroom interactions and teacher turnover
How are Early Head Start teachers’ professional development experiences associated with their work-related stress and qualities of teacher-child interactions
To Whom Little Is Given, Much Is Expected
Resilience in Early Head Start
Effects of in-service programs on childcare teachers’ interaction quality
Kindergarten teachers’ objective career success and subjective well-being
Back to school
Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children’s Disruptive Behavior
Adverse childhood experiences among early care and education teachers
How do early care and education workforce and classroom characteristics differ between subsidized centers and available center-based alternatives for low-income children
Caregivers’ emotional competence and behavioral responsiveness as correlates of early childcare workers’ relationships with children in their care
The effects of early childhood mental health consultation on early childhood teachers’ perceptions of children's challenging behaviors, expulsion risk, and the moderating role of teaching stress
Exploring Diurnal Cortisol Rhythms of Kindergarten Teachers in Kosovo and Ukraine
Effects of an Early Childhood Education and Care Prevention Program on Infant-Toddler Teacher Attributes
Perceived Teacher Self‐Efficacy as a Predictor of Job Stress and Burnout
Teacher Stress
Professional Development in Early Childhood Programs
Sources of Self‐Efficacy
An Appraisal Perspective of Teacher Burnout
Early Childhood Teachers as Socializers of Young Children’s Emotional Competence
Understanding and Improving Classroom Emotional Climate and Behavior Management in the “Real World”
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
Mindfulness Training and Teachers' Professional Development
CSRP’s Impact on Low-Income Preschoolers’ Preacademic Skills
Why Stress Is Bad for Your Brain
The teacher-child relationship and children's early school adjustment
The Prosocial Classroom
Effects on teachers' self-efficacy and job satisfaction
Coaching and Coursework Focused on Teacher–Child Interactions During Language/Literacy Instruction
Teacher-child relationships and the process of adjusting to school
Teacher Characteristics as Predictors of Teacher-Student Relationships
The validity and reliability of the Teacher Stress Inventory
Effects of web-mediated professional development resources on teacher–child interactions in pre-kindergarten classrooms
Self-reported depression in nonfamilial caregivers
Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities
Classroom-based interventions and teachers’ perceived job stressors and confidence
Development of the child care worker job stress inventory
Dose–response relations between preschool teachers’ exposure to components of professional development and increases in quality of their interactions with children
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms
MyTeachingPartner-Math/Science pre-kindergarten curricula and teacher supports
Workplace stress and the quality of teacher–children relationships in Head Start
School climate factors relating to teacher burnout
Conceptualization, Measurement, and Improvement of Classroom Processes
Collective Efficacy Beliefs
Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support
A Course on Effective Teacher-Child Interactions
What Makes Professional Development Effective? Results From a National Sample of Teachers
The measurement of experienced burnout
Teacher efficacy
Job Burnout
| Unique citing works | 58 |
|---|---|
| Citations per year | 8,29 |
| Citation span | 2019 - 2026 (8) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 58 |