This report uses a recent nationally representative survey of the ECE workforce to identify supports to psychological well-being among teachers in center-based ECE programs (NSECE Project Team, 2016). Teachers responded to six items assessing symptoms of nonspecific psychological distress -- for example, how often they feel like "everything is an effort." After accounting for teachers' background characteristics, we examined whether formal workforce supports (e.g., coaching/mentoring) and informal workforce supports (e.g., feeling respected at work) were associated with ECE teachers' psychological distress. Our analyses are restricted to teachers and lead teachers in the center-based workforce, so we use the term "teachers" when discussing findings. (author abstract)
Flood protection has blocked this Solr request. See more at The Acquia Search flood control mechanism has blocked a Solr query due to API usage limits
Supporting the psychological well-being of the early care and education workforce: Findings from the National Survey of Early Care and Education
Description:
Resource Type:
Reports & Papers
Publisher(s):
Country:
United States
- Related Resources
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.