Workforce well-being: Personal and workplace contributions to early educators' depression across settings

By Amy M. Roberts, Kathleen C. Gallagher, Alexandra M. Daro, I. Iruka, Susan L. Sarver. Journal of Applied Developmental Psychology, 2017

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Abstract Building on research demonstrating the importance of teachers' well-being, this study examined personal and contextual factors related to early childhood educators' (n = 1640) depressive symptoms across licensed child care homes, centers, and schools. Aspects of teachers' beliefs, economic status, and work-related stress were explored, and components of each emerged as significant in an OLS regression. After controlling for demographics and setting, teachers with more adult-centered beliefs, lower wages, multiple jobs, no health insurance, more workplace demands, and fewer work-related resources, had more depressive symptoms. Adult-centered beliefs were more closely associated with depression for teachers working in home-based settings compared to center-based settings. These findings provide preliminary evidence about what relates to depression in the early childhood workforce, which has implications for supporting well-being across settings.

Subfields: Clinical Psychology, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/60aea901198ac6179e8612bd9988b553d9f72c3e