Teacher-Child Relationships and Head Start Teachers’ Perceived Stress: A Moderation Analysis

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Stress and Coping (Table 13)

Abstract

High stress levels among early education teachers are linked to their well-being and effectiveness in supporting children’s social, emotional, and academic development. This study analyzed survey data of Head Start teachers, revealing a significant association between the quality of teacher-child relationships and teacher stress. Additionally, teachers’ use of emotion regulation strategies and the presence of workplace support were found to moderate this association. The findings offer valuable insights for designing interventions to reduce teacher stress and enhance teacher well-being, ultimately fostering a more sustainable and nurturing environment for both teachers and children.

Authors

• Shuai Li, University of Virginia

• Xiangyu Zhao, University of Virginia

• Lieny Jeon, University of Virginia