EHS-CCPs Workforce: An Examination of Their Early Childhood Experiences, Income, and Teacher-Child Interaction Quality

• In Event: The Well-Being of Early Childhood Teachers and Practice Implications for Promoting Child Development

Abstract

Teacher’s early childhood experiences and wages have been found to contribute to teacher-interaction quality. For example, Hubel et al. (2020) found that adverse childhood experiences (ACEs) were negatively associated with social-emotional classroom climate. Although positive/benevolent childhood experiences (BCEs) have not been examined in relation to interaction quality, they have been negatively associated with depression (e.g., Rumeysa et al., 2020) and depression has been negatively associated with interaction quality (Kyong et al., 2019). Teacher wages have also positively predicted interaction quality (Castle et al., 2016). Few studies have examined the association between teacher characteristics and teacher-child interactions. Given ACF’s recent $635 million investment, establishing Early Head Start-Child Care Partnerships (EHS-CCP), it is critical that we examine the factors that may serve as barriers or facilitators to interaction quality in these settings. Here, we describe and examine associations among teachers’ early childhood experiences, their income, and teacher-child interaction quality, within EHS-CCPs.
Participants included 130 female teachers (71 classrooms, 28 EHS-CCPs). Age ranged from 21 to 67 years (M=43.6). Most identified as Black (40%) or white (36.9%), with 55.4% identifying as Latina. The majority had a CDA (74.6%).
The majority of teachers (63%) reported at least one ACE and 25% reported three or more, which is higher than the 16% reporting more than three in a nationally representative sample (Merrick et al., 2018). Teachers reported 9.4 BCEs, on average, with all endorsing at least 4 BCEs and 69% endorsing all 10. This finding is promising, given BCEs potential for buffering the effects of adversity on overall wellbeing. Teachers reported an average hourly wage of $10.49, which is .93 lower than the current national average ($11.42) (U.S. Bureau of Labor Statistics, 2017). Using the CLASS-T, we observed Emotional and Behavioral Support (EBS) and Engaged Support for Learning (ESL). On average, EBS scores were in the mid-range and ESL scores were in the low-range. Teacher-child interaction quality was somewhat lower, on average, than national means (EBS = 5.32, ESL= 3.66; Bandel et al., 2014).
Correlations between teacher early experiences and teacher-child interactions were not significant. We examined correlations for teachers with elevated ACES (≥3) and found significant negative associations. For teachers with elevated ACES, higher ACEs were associated with lower CLASS scores (EBS p =.023; ESL p=.004). There was also a significant positive association with income and EBS (p =.009), with higher income associated with higher quality practices that foster positive and warm relationships with children, promoting their independence and self-regulation.
Taken together, these findings have important implications. First, the positive association between wages and quality further underscores the critical need to pay teachers higher wages and can be used to advocate for increased funding. Additionally, these findings make evident the importance of implementing interventions to support the mental health and well-being of teachers, which may foster teachers’ wellbeing and ultimately improve teacher-child interaction quality.

Authors

• Johayra Bouza, University of Miami
  Presenting Author

• Veronica A. Fernandez, University of Miami
  Non-Presenting Author

• Dorothy Sanchez, University of Miami
  Non-Presenting Author

• Claudia Perez, University of Miami
  Non-Presenting Author

• Daryl B Greenfield, University of Miami
  Non-Presenting Author