Head Start Teacher Paradox: Working Condition, Well-Being, and Classroom Quality

• In Event: Well-Being in Early Head Start and Head Start Programs: A Multidimensional Perspective

Abstract

Teaching in early childhood has long been described as highly rewarding and satisfying (Thomason & La Paro, 2013). Yet, the work with young children is physically and emotionally demanding and stressful, with low pay and lack of respect, and teachers are often at risk for various physical and mental health issues (Johnson et al., 2005; Wagner et al., 2012). In particular, Head Start (HS) teachers may face even higher physical and emotional demands as they work with many children who are from adverse home environments (e.g., poverty, parental stress) and are more likely to exhibit a range of emotional and behavioral challenges (Aikens et al., 2010; Li-Grining et al, 2010). The myriad of workplace demands and teachers’ whole well-being is important to consider as they may contribute to lower levels of classroom quality. However, the existing studies are limited to psychological well-being, such as depression and job stress, as a predictor for classroom quality. Thus, the present study examined the current status of HS teachers’ working conditions and well-being in comparison to teachers in other early childhood education settings and how teachers’ working conditions and their whole well-being are associated with classroom quality.
Two hundred sixty-two teachers (including 112 EHS/HS teachers but using HS for both EHS/HS teachers thereafter) from 38 early childhood education centers in a metropolitan city in the midwestern U.S. participated in this study. Teachers’ age ranged from 18 to 66 years (M=36.59). Teachers are from diverse racial and educational backgrounds (e.g., 44% an associate degree or some college and 40% a bachelor’s degree or higher). The participants included infant toddler and preschool teachers (60% infant toddler teachers) and lead and assistant teachers (61% lead teachers). Teachers completed a questionnaire on their background, whole well-being (e.g., physical, psychological, and professional well-being), workplace supports (e.g., income, benefits, work climate, physical environment) and a direct assessment of Body Mass Index and cardiorespiratory fitness. Trained researchers observed classroom quality in a subsample of 85 classrooms (i.e., emotional/behavioral support and instructional support) using Classroom Assessment Scoring System (CLASS).

From the results, we found that HS teachers (n=112) have more resources and benefits in general and provide higher quality of social emotional and instructional supports compared to non-HS teachers. However, HS teachers reported poorer well-being in all domains (e.g., poorer cardiorespiratory fitness, more job-related injuries, higher depression, more conflicts with children) than non-HS teachers (see Table 1). In addition, the findings with a subsample of both HS and non-HS teachers (n=85) on the associations among working conditions, well-being, and classroom quality demonstrated that teachers’ job demand and various aspects of their physical, psychological, and professional well-being predict classroom quality. In specific, HS teacher status, job demand, cardiorespiratory fitness, mental health issues, and self-efficacy are consistently associated with both emotional/behavioral support and instructional support. Implications for programs and policy regarding teachers’ well-being and potential ways to reduce strain on teachers, particularly those who work in HS, will be discussed.

Group Authors

Kyong-Ah Kwon, Sherri Castle, and Timothy Ford

Authors

• Kyong-Ah Kwon, University of Oklahoma
  Presenting Author

• Sherri L Castle, University of Oklahoma
  Non-Presenting Author

• Timothy Ford, University of Oklahoma
  Non-Presenting Author