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Examining the relationships between behavior policies and procedures, teachers' perceptions of efficacy and job satisfaction, and children's social skills and challenging behaviors in Head Start settings

Due to an increase in the number of young children who are beginning their school experiences without the emotional, social, behavioral, and academic skills necessary for school success; educators, researchers, and policy makers at the state and national level have begun to recognize the importance and interconnectedness of social emotional, behavioral, and academic skills in young children. There is a clear need for comprehensive approaches to support young children's social emotional development and address challenging behaviors; however little research exists on the availability of this level of support. The purpose of this study was to examine the relationships between program behavior policies and procedures and perceived levels of job satisfaction and teacher efficacy as reported by 43 teachers in six Head Start programs in Illinois. In addition, the relationship between teacher efficacy and job satisfaction and children's social competence and challenging behaviors was examined. The results indicate that the quality and implementation of behavior policies and procedures is significantly related to teachers' perceptions of personal efficacy. Findings also suggest that teachers who perceive themselves as more efficacious rate the social skills of the children in their classrooms higher than teachers who perceive themselves as less efficacious. Findings also indicate that teachers with higher job satisfaction rate children's social skills higher and children's challenging behaviors lower than teachers who report being less satisfied with their job. Limitations of the study and implications for research and practice are discussed. (author abstract)
Resource Type:
Reports & Papers
United States

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