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Teachers’ Mental Health and Psychological Well-Being Across Contexts
Sun, April 15, 10:35am to 12:05pm, Crown Plaza Times Square, Floor: Fifth Floor, Room 509/510Session Type: Symposium
Abstract
Increasing evidence suggests that teachers’ social-emotional competence relates to the quality of classroom interactions, as well as children’s learning outcomes. Unfortunately, many studies suggest that teachers experience more stress and depression than other professions. The goal of this symposium is to provide a deeper understanding of teachers’ mental health in multiple contexts. The first paper examines how early career teachers’ depression and anxiety change during the transition from pre-service training to in-service teaching. The second and third paper explore personal and environmental predictors of teachers’ mental health. The fourth paper examines associations among teachers’ stress, teacher-child interactions, and professional development. Implications for practice and policy will be discussed.
Sub Unit
Chair
Papers
Teachers' Mental Health and Perceptions of School Climate Across the Transition From Training to Teaching - Leigh McLean, Arizona State University - Tempe; Tashia Abry, Arizona State University; Michelle Taylor, Arizona State University; Manuela Jimenez, Arizona State University; Kristen Granger, Arizona State University - Tempe
Personal and Workplace Contributors of Teachers' Depression Across Early Childhood Settings - Amy Roberts, Buffett Early Childhood Institute; Kathleen Gallagher, University of Nebraska - Kearney; Alexandra Daro, University of Nebraska - Omaha; Iheoma U. Iruka, HighScope Educational Research Foundation; Susan Sarver, Buffett Early Childhood Institute
Early Childhood Teachers' Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion - Lieny Jeon, Johns Hopkins University; Cynthia Buettner, The Ohio State University - Columbus; Ashley Anne Grant, Johns Hopkins University
Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Preschool? - Lia Elaine Sandilos, Temple University; Priscilla Goble, Texas State University; Sara E. Rimm-Kaufman, University of Virginia; Robert Pianta, University of Virginia