Workplace stress and the quality of teacher–children relationships in Head Start

By R. Whitaker, Tracy Dearth-Wesley, R. Gooze. 2015

344 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/76d4b323beda8e7cf93015c4535d713e2469623e

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In Clinical Psychology

In Developmental and Educational Psychology

In Education

Citations in the corpus

Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “Put another way, the influence of emotional exhaustion was not buffered by preschool teachers’ qualifications, but rather, more emotionally exhausted teachers were less likely to provide higher quality care even if they were more highly educated (see also: Buettner et al., 2016; Forry et al., 2013; ”
Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?☆ (2018, background): “Moreover, the concurrent relation between high teacher stress levels and increased behavioral issues or teacher-student conflict has been highlighted in the literature regarding teacher well-being (e.g., Jennings & Greenberg, 2009; Whitaker et al., 2015).”
Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment (2016, background): “, 2014) and that studies have found a considerable number of teachers to be depressed, stressed, or emotionally exhausted (e.g., 24% depressed teachers in Head Start programs; Whitaker et al., 2015).”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, background): “Teachers experience lower well-being and higher stress than most other occupations (e.g. Whitaker et al., 2015; Kyriacou, 2001).”
Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion (2018, background): “© 2018 Taylor & Francis (Whitaker et al., 2015) and more negative communication with parents and social instruction (Fantuzzo et al., 2012).”
Early Childhood Educators’ Well-Being: An Updated Review of the Literature (2017, background): “…experienced imbalances between the demands of their job, their control over these demands, and the supports available to them, they reported high levels of stress that were also associated with depressive symptoms, and higher levels of conflict in relationships with children (Whitaker et al. 2015).”