Early Childhood Educator Teacher Stress: Truths Seen and Unseen

• In Event: Early Childhood Education Spaces: (Un)Truths Revealed, Future Directions Imagined

Abstract

Objectives
Warm and relational in nature (Acar et al., 2018; Pianta, 1996), early childhood education (ECE) bolsters children’s academic and socioemotional development (Bakken et al., 2017; García et al., 2021). Such truths are purported as salient for children contentiously labeled “at risk” for various reasons (e.g., inequality, inequity, racism).
Yet these truths are questionable. An obstacle to quality ECE, stress is demonstrated to affect teacher physical/mental well-being (Roberts et al., 2019; Schonfeld et al., 2017) and the teacher-child relationship (Sandilos et al., 2020; Schonert-Reichl, 2017). The purpose of this study was to elucidate obscured truths of teacher stress, asking 1) what associations existed between teacher stress, warmth, and child behavior, and 2) what were teachers’ lived experiences with regard to stress?
Theoretical Framing
Bronfenbrenner’s (1979) ecological theory of development was implemented as a critical lens, revealing complex ECE spaces. Consisting of internal (i.e., children) and external (e.g., COVID-19) forces, concentric circles of stress were theorized as absorbed and deflected, in differing experiences and constituencies, by teachers.
My positionality (Peshkin, 1988) as former ECE teacher added framing. Classrooms idealized as warm and relational were tenuous, more so now; deserving of nuance to reveal obscured truths.
Methods and Data Sources
A sequential mixed-method design, two phases were implemented: associations between teacher stress, warmth, and child behavior were reexamined in Chicago School Readiness Project (CSRP; Raver et al., 2011) data; six Head Start (HS) teachers were interviewed.
Participants
Teachers were recruited in accordance with IRB protocols. Nine (female=100%) HS teachers in seven programs indicated interest; six participated.
Measures
An administered questionnaire collected demographic and socioeconomic data (Tables 1, 2).
Teacher Interviews
Teachers participated in two individual (Bogdan & Biklen, 2007) and one focus-group interview (Krueger et al., 2001; Morgan, 1996).
Analysis
CSRP data were descriptively and inferentially analyzed.
Recordings were transcribed and inductively analyzed (Bogdan & Biklen, 2007; Horvat, 2013; Seidman, 2013); incorporated into successive interview protocols.
Results/Findings
Data demonstrated teacher stress and warmth were independently significant in negative association with child behavior (Table 3). Controlling variables negated significance (Table 4).
Qualitatively, teachers reported dissonance between classroom expectations and realities. One teacher, AN, reported she could not effectively lead as expectations of child readiness and advancement were in opposition to well-being. Other teachers concurred, adding they became subversive with parents and administration to buffer children, avoiding exposing their emotions and stress as these truths were considered unprofessional and inappropriate.
Significance
Taken together, results and findings demonstrated HS teachers as expected to perform to quantifiable standards without the benefit of agency or voice. As such, this study implicates stress in 1) child behavior and 2) promoting inauthenticity in relations with children, fellow teachers, parents, and administration: the antithesis of quality ECE and in contrast to the understood warm and relational nature of ECE spaces.
Teachers reported being left to navigate oppositional realities independently, opining why some truths were hidden, others revealed. Future research ought to listen, first, to teacher truths—those belied by purported ECE truths—when engaging in policy and advocating for change.

Author

• Cynthia Arraya Wiltshire, University of Texas - El Paso
  Presenting Author