Stress Intensity and Exhaustion Among Infant and Toddler Teachers
Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use
Bibliographic Data
This study described infant/toddler teachers' (N = 106) perceptions of stress intensity and exhaustion (emotional, physical, mental) intensity. We examined the associations between stress and exhaustion and teachers' reports of stress sources and coping strategy use. Using ecological momentary assessment (EMA), teachers from Early Head Start (EHS), EHS childcare-partnerships, or independent childcare programs (midwestern U.S.) completed twice-weekly reports of: stress and exhaustion intensity; stress sources (workload, children's behaviors, personal life); and, coping strategies (support from colleagues, distraction, mindfulness techniques, reframing). Research Findings: Stress and exhaustion reports were similar to studies of preschool teachers. Workload and personal life stressors were associated with stress and all exhaustion types. Teachers used fewer than two different coping strategies/per reporting day. Only reframing was negatively associated with stress and emotional exhaustion. Teachers reported greater stress at end-of-week than beginning-of-week. Older teachers reported greater stress and emotional exhaustion. Although one-third of teachers reported ≥4 ACEs, early adversity was not associated with stress or exhaustion. Practice or Policy: We discuss the results relative to the sparse literature on infant/toddler teachers' well-being and suggest areas for professional development supports while underscoring the need for EHS federal policy makers and program administrators to consider how to reduce/streamline workload
Burnout · Cognitive reframing · Depersonalization · Developmental psychology · Emotional exhaustion · Mindfulness · Occupational stress · Stress management · Stressor · Toddler · Well-being · Workload · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology · Social Psychology · Stress Responses and Cortisol
Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students
Prevalence of Adverse Childhood Experiences From the 2011-2014 Behavioral Risk Factor Surveillance System in 23 States
Early Childhood Teachers’ Psychological Well-Being
The Physical and Mental Health of Head Start Staff
Impacts of the Care for Teachers program on teachers’ social and emotional competence and classroom interactions.
Job Satisfaction, Stress and Coping Strategies in the Teaching Profession—What Do Teachers Say?
A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers
Teachers’ Social–Emotional Capacity
Child abuse
Mindfulness-based stress reduction and health benefits
The adverse childhood experiences questionnaire
Mindfulness training and reductions in teacher stress and burnout
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults
Title unavailable
Hierarchical linear models
In their words
“I‘m Literally Drowning”
Everyday Heroes
Social Emotional Learning for Teachers (Self-T)
Introduction to the Special Issue on Early Care and Education Professionals’ Social and Emotional Well-being
Annual Research Review
Rethinking emotion
Resilient teachers
Childcare providers
An ecological perspective on early educator well-being at the start of the Covid-19 pandemic
Workplace stress and the quality of teacher–children relationships in Head Start
Preschool teachers' experiences of stress
Stressors and coping strategies through the lens of Early Childhood/Special Education pre-service teachers
An examination of the relationships between adverse childhood experiences, personality traits, and job-related burnout in early childhood educators
Capturing real-time emotional states and triggers for teachers through the teacher wellbeing web-based application t
Adverse childhood experiences among early care and education teachers
Turnover and retention of infant-toddler teachers
An investigation of coping strategies associated with job stress in teachers
Emotional Exhaustion, Absenteeism, and Turnover Intentions in Childcare Teachers
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |