Exploring Teacher Factors that Influence Teacher-Child Relationships in Head Start
A Grounded Theory
Bibliographic Data
| ID | 12392155 |
|---|---|
| Authors | Shiyi Chen (0000-0001-6611-4359, Florida State University, corresponding author), Beth M Phillips (0000-0002-7997-2843, Florida State University), Beth Phillips (0000-0001-7467-0494, Florida State University) |
| Year | 2018 |
| Publication date | 2018-01-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Report (JOURNAL) |
| Journal identifiers | ISSN: 1052-0147 • E-ISSN: 2160-3715 |
| Publisher | Nova Southeastern University (PUBLISHER • US) |
| DOI | 10.46743/2160-3715/2018.2962 |
| OpenAlex | W2781618043 |
| Language | EN |
| Citations received | 4 |
| References cited | 7 |
The purpose of this paper was to explore factors that influence teacher-child relationships in Head Start. Three Head Start teachers from three centers were recruited for this study. Interview and observation data were analyzed using a grounded theory approach by using the qualitative data analysis software NVivo. Two coders completed the coding process. Inter-coder reliability and other triangulation techniques were employed to ensure the credibility of this study. The analysis revealed factors that teachers perceived as beneficial or harmful to their relationships with children. Three main themes emerged: professionalism (i.e., teacher beliefs, education, and work experience), teacher self-efficacy (i.e., teacher empowerment, children’s progress, and sufficient education and work experience), and job stress (i.e., lacking organizational support, teacher-parent conflict, workload, and insufficient training). The data vividly illustrated the mechanisms through which those influential factors might work. The results may have implications for teacher education and fostering positive teacher-child relationships in Head Start
Axial coding · Coding (social sciences · Credibility · Developmental psychology · Empowerment · Grounded theory · Head start · Pedagogy · Qualitative research · Sociology · Teacher education · Workload · Computer Science · Early Childhood Education and Development · Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation · Social Psychology
Basics of qualitative research
Self-Efficacy
Pathways to effective teaching
Workplace stress and the quality of teacher–children relationships in Head Start
Relations among preschool teachers' self-efficacy, classroom quality, and children's language and literacy gains
Conceptualization, Measurement, and Improvement of Classroom Processes
Contexts of child rearing
| Unique citing works | 4 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 4 |