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The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate

Resource Type: Reports & Papers
Author(s): Friedman-Krauss, Allison; Raver, C. Cybele; Morris, Pamela A.; Jones, Stephanie M.;
Date Issued: May, 2014
Description: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress. (author abstract)
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Funder(s): National Institute of Child Health and Human Development (U.S.) ; Institute of Education Sciences (U.S.)
Journal Title: Early Education and Development
Volume Number: 25
Issue Number: 4
Page Range: 530-552
Note: This research is based on data from the Chicago School Readiness Project and the Foundations of Learning Demonstration
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Quality > Process Quality

Child Care & Early Education Provider Workforce
Country: United States
States: ILLINOIS, NEW JERSEY
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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