Understanding Preschool Teachers' Emotional Support as a Function of Center Climate
Bibliographic Data
| ID | 3264658 |
|---|---|
| Authors | Katherine M Zinsser (0000-0002-5946-020X, University of Illinois Chicago), Timothy W Curby (0000-0001-8289-1748, George Mason University) |
| Year | 2014 |
| Volume | 4 |
| Issue | 4 |
| Publication date | 2014-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/2158244014560728 |
| OpenAlex | W2121151661 |
| Language | EN |
| Citations received | 15 |
| References cited | 27 |
There is great emphasis recently on improving the quality of early childhood education in the United States. Within quality rating improvement systems, classroom quality is often reported at the center or program levels. Yet little is known about teaching quality at the center level or the influence of center characteristics on teaching quality. Specifically, this study examines the extent to which the quality of emotional support provided by the teacher is associated with characteristics of the center (e.g., prior turnover rates) and center director (e.g., education, management practices). Findings from Head Start Family and Child Experiences Survey (FACES) 2009 data indicated that emotional support dimensions were differentially predicted by characteristics of the center and the director, including prior teacher turnover rate and director job satisfaction. However, highly regulated indicators of center quality (e.g., student:teacher ratio) did not substantially explain emotional support
Developmental psychology · Early childhood education · Emotional support · Management · Medical education · Social support · Turnover · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Medicine · Parental Involvement in Education · Psychology · Social Psychology
Directors' stress in day care centers
She's supporting them; who's supporting her? Preschool center-level social-emotional supports and teacher well-being
The Mediating Effect of Childcare Teachers’ Resilience on the Relationship between Social Support in the Workplace and Their Self-Care
The Rewards and Stresses of Teaching for Infant and Toddler Educators
Novice Teachers and Mentor Teachers
Understanding the relationship between kindergarten teachers’ love for education and emotional support competence
Promoting a Person-Centered Approach to Strengthening Early Childhood Practices that Support Social-Emotional Development
The Interplay among Early Childhood Teachers’ Social and Emotional Well-Being, Mental Health Consultation, and Preschool Expulsion
Burnout and Teacher–Child Interactions
Burnout and Work Engagement in Early Childhood Teachers
The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs
The little kids down the hall
A director like me
Is all support equal
What Do I Know About Social-Emotional Learning
Enhancing relationships between children and teachers.
The role of emotion regulation in children's early academic success
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories through Second Grade
Measures of Classroom Quality in Prekindergarten and Children’s Development of Academic, Language, and Social Skills
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence
Employee attitudes and job satisfaction
The Prosocial Classroom
The Bioecological Model of Human Development
Hierarchical linear models
Teachers' Emotions and Teaching
How Do they Manage
Understanding variation in classroom quality within early childhood centers
The effect of leadership training on child care program quality
The early childhood classroom observation measure
Ready to learn? Children's pre-academic achievement in pre-Kindergarten programs
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs
An Ecological Perspective on the Transition to Kindergarten
The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom
Workplace Conditions and the Rise and Fall of Teachers' Commitment
| Unique citing works | 15 |
|---|---|
| Citations per year | 1.5 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |