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An Investigation of Teacher Stress, Life Satisfaction, and Health Behavior Locus of Control Among Head Start Teachers : HS Teacher Stress, Life Satisfaction, Health Locus of Control and Health Behavior
No full textTeacher well-being plays a crucial role in creating effective learning environments for young children. The present study examines the relationship between health locus of control (HLOC), teacher stress, and life satisfaction among Head Start (HS) teachers. Results suggest that teachers with a high Internal HLOC report lower overall stress levels and greater satisfaction compared to those with a low Internal HLOC. In addition, having a high Internal HLOC was also associated with greater overall life satisfaction. We also investigated how health behaviors (e.g., a commitment to healthy eating, exercise) affected stress and life satisfaction. We found that a “health-conscious orientation” was related to lower stress levels and higher life satisfaction. Understanding the dynamics of locus of control, stress, life satisfaction, and teacher health behaviors provides valuable insights for developing comprehensive interventions that benefit the teachers and the children they serve
Professional Development Training for Administrators in the Early Childhood Education and Care Setting
No full textAdministrators and other professionals who support teachers in the early care and education setting are essential to the organization and climate of the center, the classroom environment, and the experiences of teachers, children, and families. The current qualitative study investigates the experiences of five Early Head Start administrators who participated in a 15-hour attachment- and relationship-based professional development training. Themes that emerged from analyses underscore the importance of the administrator’s role in supporting teachers to integrate professional development content within their classrooms and highlight the powerful nature of participating in a training that is specifically designed and aimed at the complex role of the administrator. This study informs the field on the importance of providing professional development and support to early childhood education administrators and attending to all the complex and important relationships reflected within the early childhood setting
The Effects of Health Locus of Control and Health Behavior on Teacher Stress and Life Satisfaction in Head Start Educators
No full textTeacher well-being plays a crucial role in creating effective learning environments for young children. The present study examined the relationship between health locus of control (HLOC), health behaviors, teacher stress, and life satisfaction among Head Start (HS) teachers. Results suggest that teachers with a high Internal HLOC report lower overall stress levels and greater satisfaction compared to those with a low Internal HLOC. In addition, having a high Internal HLOC was also associated with greater overall life satisfaction. We also investigated how health behaviors (e.g., a commitment to healthy eating, exercise) affected stress and life satisfaction. We found that a “health conscious orientation” was related to lower stress levels and higher life satisfaction. Understanding the dynamics of locus of control, stress, life satisfaction, and teacher health behaviors provides valuable insights for developing comprehensive interventions that benefit the teachers and the children they serve
Translanguaging and the Mathematics Classroom
No full textUnderstanding how students use language is important for mathematics teachers, particularly when considering how best to teach mathematics with bilingual students. Translanguaging is a theory that provides a useful lens for understanding the language use of bilingual students. In this article, we share our perspectives on translanguaging and how this perspective might impact our instruction with bilingual students
Practical Approaches for Implementing Play in Early Childhood Education Classrooms
No full textPlay is a fundamental component of early childhood development, yet it is being increasingly lost in educational settings due to children’s technology use and academic pressures to limit play in the classroom. This article describes the implications for teachers of a research study examining early childhood teachers’ perceptions of play and its alignment with actual classroom practices. Findings of the study highlight the need for integrating play into structured learning to support children’s cognitive, social, and emotional development. Recommendations include reflective practice, classroom assessments, and embedded play during daily instruction. Addressing systemic barriers requires a shift toward play-based learning, ensuring that educational environments support children’s holistic development
PAWS- Professional Advancement and Wellness Support: A Multi-Tiered System of Support for Teacher Candidates
No full textTrack: Educational and Faculty Development
Developing resilience and self-efficacy can help buffer the stress of the teaching profession and decrease perceptions of exhaustion in teachers and Teacher Candidates (TC’s) (Fu & Zhang, 2024). Despite this, most educator preparation programs (EPPs) do not embed resilience and self-efficacy training and support throughout coursework and clinical experiences, opting instead for standalone experiences that are insufficient to build TCs’ resilience and self-efficacy (Ansley & Wander, 2021, Gist, 2022). In this presentation, we will share an innovative system to support teacher candidates in the NCSU College of Education entitled Professional Advancement and Wellness Support (PAWS). PAWS provides multi-layered support to promote the well-being of every TC in the College of Education. We will share the process of innovation, initial implementation, and preliminary evaluation
Practice Makes Progress in Mathematics: A Research to Practice Summary
No full textThis research-to-practice article supplements theresearch article Practice Makes Progress: LeveragingPractice-Based Teacher Education in MathematicsPedagogy Courses for Primary GradeLearners published in the journal The Dialog. Thisarticle presents suggestions based on a researchstudy that provided a research-based framework,Inclusive and Equity-based Mathematics Teaching(IEBMT), and examined how future teachers (referredto as teacher candidates) effectively plannedfor and taught mathematics activities in kindergartenclassrooms. This work is relevant to earlychildhood education professionals since researchsupports benefits in using inclusive and equity-based practices when teaching mathematics
Research-to-Practice Summary What do we know? Reflecting on changes in knowledge of mathematical development in preand in-service early childhood teachers
No full textThis study examines whether students in early childhoodteacher education programs gained moreknowledge of early math development in 2017-2018when compared to 2008. I compare data from eachperiod on pre- and in-service teachers’ knowledgeof mathematical development as measured by theKnowledge of Mathematical Development Survey(KMDS). I found that the KMDS mean scores ofstudents in each of the education groups (beginningversus seniors versus math course) differedwithin each collection year. In a statistical comparisonbetween the two collection periods, there wasno significant difference between the mean scoresfrom 2008 and 2017-2018 for the beginning group.However, there was a significant difference between2008 and 2017-2018 in mean scores in the seniors andmath course groups. Overall, all mean KMDS scoreswere lower in 2017-2018 when compared to 2008