Head Start Classroom Demands and Resources: Identifying Associations with Teacher Burnout

American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: [email protected]; Web site: http://www.apa.org

Y

11

Early Childhood Education; Preschool Teachers; Teacher Burnout; Teaching Assistants; Social Support Groups; Student Behavior; Classroom Techniques; Interprofessional Relationship; Behavior Problems

10.1037/spq0000568

2578-4218
2578-4226

Theoretical models of job stress suggest that teachers' experience with burnout occurs, in part, because of an imbalance between job demands and the resources available to meet those demands. Using a diverse sample of 230 Head Start educators, the present study explored how school-based demands (i.e., class size, behavioral challenges) and resources (i.e., school social supports) contributed to teachers' self-reported burnout. Findings revealed that greater social support, specifically leads teachers' relationship with their assistant teacher (TA), was associated with lower ratings of burnout. There was also a significant interaction between classroom behavior problems and TA relationship quality, such that relationship quality reduced burnout in classrooms with low and average levels of behavior problems, but not in classrooms with high levels of behavior problems. Implications of these findings for preschool teacher well-being are discussed.

As Provided

2024

EJ1427802