Exploring the predictable classroom: preschool teacher stress, emotional supportiveness, and students’ social-emotional behavior in private and Head Start classrooms

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Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “…of emotional exhaustion and the pressures of increased job demands (Aloe et al., 2014; Dicke et al., 2015; Jeon et al., 2018) or on the links between teachers’ emotional exhaustion and well-being and children’s school success (Arens & Morin, 2016; Pakarinen et al., 2010; Zinsser et al., 2013).”
Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “…teachers’ responses to children’s negative emotions as outcomes, our findings are similar to those of previous studies finding that early childhood teachers’ depression (Jeon et al., 2014; Sandilos et al., 2015) and stress (Zinsser et al., 2013) predicted lower scores on observed classroom quality.”