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Teacher Social-Emotional Competence and Well-Being in Head Start Classrooms: Understanding the Impact of Intervention Coaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teacher Social-Emotional Competence and Well-Being in Head Start Classrooms: Understanding the Impact of Intervention Coaching./
作者:	Holland, Margaret Andrews.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	69 p.
附註:	Source: Dissertations Abstracts International, Volume: 83-05, Section: A.
Contained By:	Dissertations Abstracts International83-05A.
標題:	Collaboration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28747740
ISBN:	9798494443168

Teacher Social-Emotional Competence and Well-Being in Head Start Classrooms: Understanding the Impact of Intervention Coaching.
Holland, Margaret Andrews.

Teacher Social-Emotional Competence and Well-Being in Head Start Classrooms: Understanding the Impact of Intervention Coaching. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 69 p.

Source: Dissertations Abstracts International, Volume: 83-05, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2021.

This item must not be sold to any third party vendors.

Early childhood is a crucial time to support the social-emotional development of children, particularly those from lower socioeconomic backgrounds who may have limited access to resources that support their social-emotional development (Evans & Kim, 2013; McFarland, 2017). One way in which preschool teachers can support these students is through the implementation of social-emotional learning (SEL) interventions that aid in the development of important skills in self-regulation, social-awareness, positive peer relations, emotional literacy, and social problem solving (Collaborative for Academic, Social, and Emotional Learning, 2017). According to Jennings and Greenberg's (2009) prosocial classroom model, teachers' ability to implement SEL interventions with fidelity depends on their own social-emotional competence (SEC) (i.e., self-awareness, and ability to manage relationships) which supports their well-being; unfortunately, occupational burnout and psychological distress are prevalent among preschool teachers due to demanding work conditions, which may hinder successful SEL intervention implementation (Wehby, Maggin, Partin, & Robertson, 2012). Intervention coaching may serve as a protective factor against burnout and psychological distress and, in turn, support implementation fidelity among preschool teachers. However, it is not well understood which components of intervention coaching (e.g., performance feedback, support of intervention understanding, coach-teacher alliance) are most important to promote social-emotional competence among preschool teachers. Thus, the current study sought to examine if various components of intervention coaching support teacher SEC to prevent teacher burnout and psychological distress in a nationally representative sample of Head Start classrooms. The analytic sample included 308 lead teachers of Head Start classrooms and 52 intervention coaches. Structural Equation Modeling (SEM) was used to test two different path models that explored the hypothesized pathways. None of the pathways in either of the models were statistically significant, and neither of the models demonstrated acceptable fit. Thus, a series of regression analyses explored how the different aspects of coaching quality (i.e., quality of session, coach-teacher alliance, and coach support of implementation) might predict levels of teacher burnout, teacher psychological distress, and teacher SEC. It was found that coachteacher alliance was a negative and statistically significant predictor of teacher burnout. A series of repeated measures ANOVA were then used to explore possible differences in teacher SEC and teacher well-being (i.e., distress and burnout) across SEL intervention conditions (Incredible Years, Preschool PATHS, and Tools of the Mind) and the control condition. These analyses revealed that teachers in the Preschool PATHS condition were observed to have significantly higher levels of teacher SEC overall and a significantly higher increase over time when compared to teachers in the other SEL intervention conditions.

ISBN: 9798494443168Subjects--Topical Terms:

3556296
Collaboration.

Teacher Social-Emotional Competence and Well-Being in Head Start Classrooms: Understanding the Impact of Intervention Coaching.
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