Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students

By Patricia A. Jennings. 2015

376 citations recorded by the source corpus.

Subfields: Clinical Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/4ceb81349b39e3ee1d39025b37ad74c99ba07e7d

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Citations in the corpus

Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion (2018, background): “In addition, studies have found that when early childhood teachers were emotionally exhausted in their job and burnt out, they were less likely to exhibit positive practices for children in the classroom (Hildebrand & Seefeldt, 1986; Jennings, 2015; Rentzou, 2012).”
The impact of mindfulness on the wellbeing and performance of educators: A systematic review of the empirical literature (2017, neutral): “…7 4 2 1 Compassion & empathy 4 3 1 0 Depression 4 3 1 0 Distress & anger 5 3 2 0 Emotional regulation 3 3 0 0 Health 8 5 5 0 Job performance 4 2 0 3 Mindfulness & awareness 14 12 2 0 Stress & strain 6 4 2 0 Wellbeing & satisfaction 6 5 2 0 management (Frank, Jennings et al. 2015; Jennings, 2015).”
Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions (2018, background): “First, although the sample size of the present study was relatively large for this type of research—for instance, a comparable study investigating similar associations included 35 preschool teachers (Jennings 2015)—these findings are still based on a small sample of teachers.”
Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout (2020, background): “These associations have been found to be positive for a range of populations, including students (e.g., Gunnell, Mosewich, McEwen, Eklund, & Crocker, 2017; Hope et al., 2014; Neff et al., 2005) and teachers (e.g., Jennings, 2015).”
Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “In addition, Jennings (2014) reported that early childhood teachers’ self-compassion and mindfulness, used to promote emotional regulation and resiliency and to buffer stressors, were correlated with teachers’ observed classroom practices, including emotional support, instructional support, and…”
Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “It was hypothesized that more emotionally exhausted teachers would demonstrate lower quality interactions (see also: Jennings, 2014; Jennings & Greenberg, 2009).”
Exploring Teachers’ Depressive Symptoms, Interaction Quality, and Children’s Social-Emotional Development in Head Start (2016, background): “This is surprising given previous evidence linking teachers’ depression to emotional support (Hamre & Pianta, 2004; Jennings, 2015a) and emotional support to children’s social-emotional outcomes (Hamre et al.”
Early Childhood Educators’ Well-Being: An Updated Review of the Literature (2017, background): “For example, authors who had examined associations between variables concerning educators’ well-being noted that other mediating variables might be as significantly correlated with those that had been studied (de Schipper et al. 2008; Jennings 2015; King et al. 2015).”
Teacher wellbeing: a review of the literature (2017, background): “Jennings and Greenberg (2009) propose a model of the prosocial classroom which highlights the importance of teachers’ social and emotional competence and wellbeing in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social an”