Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment

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Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “…toward teaching (Hakanen et al., 2006), greater levels of doubt regarding their ability to teach effectively (Dicke et al., 2015; Evers et al., 2002; Schwarzer & Hallum, 2008; Skaalvik & Skaalvik, 2010), and lower commitment to the profession (Buettner et al., 2016; Skaalvik & Skaalvik, 2016).”
Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion (2018, methodology): “More specific sampling and data collection procedures are described in Buettner et al. (2016).”
Relating early childhood teachers’ working conditions and well-being to their turnover intentions (2019, methodology): “Many studies examining teacher turnover and working conditions exclude an examination of teachers’ emotional and psychological experience, which is closely related to their professional engagement (Buettner et al., 2016).”
Early Childhood Professional Well-Being as a Predictor of the Risk of Turnover in Child Care: A Matter of Quality (2020, background): “Much of the same seems to be true for non-familial caregivers as well; the capacity to care, as we term it in this study, as observed between preschool teachers and children, has been linked to child development and learning outcomes (Buettner et al., 2016; Jennings & Greenberg, 2009).”