Associations between Working Conditions, Self-Efficacy, and Hair Cortisol Concentration in Preschool Teachers

• In Event: AERA Roundtable Session Saturday 7:45 am - Gold 2
  In Roundtable Session: Under Pressure: Teacher Stress, Workload, and the Hidden Cost of the Professions

Abstract

Early childhood care and education (ECCE) supports children’s development. ECCE teachers, however, incur stress and negative outcomes (e.g., health, classroom relationships/environment). Investigations examining teacher stress typically implement psychological measures. Yet, these reflect one aspect of stress. Physiological measures (e.g., hair cortisol concentration; HCC) are complementary. The current study, grounded in Ecological Systems Theory and the Transactional Model of Stress and Coping, examined (1) ECCE teachers’ perceived working conditions, stress, and self-efficacy, and (2) whether working conditions and self-efficacy were associated with perceived stress or HCC. Psychological stress results were moderate; better working conditions, pay/promotion opportunities, and self-efficacy were each significantly and positively associated with lower perceived stress. Physiological results trended toward better working conditions and self-efficacy associated with lower HCC.

Authors

• Cynthia Arraya Wiltshire, University of Texas - El Paso

• Emily C. Merz, Colorado State University

• Amanda M. Dettmer, Yale University