How Professional Development for Early Childhood Teachers Relates to Classroom Quality and Job Satisfaction

• In Event: Poster Session 12
  In Poster Session: PS 12 Topic - School Readiness/Childcare

Abstract

Background:

Teacher job satisfaction has shown to have an influence on student’s academic outcomes (Johnson, Kraft, & Papay, 2012). Studies show that offering professional development to teachers fosters feelings of importance and allows for connection with coworkers (Harding et al., 2019). Quality and structure of early care and education environments also affects children’s long-term development. The Classroom Assessment Scoring System (CLASS) is a standardized measure developed to assess classroom quality. This project aims to find the relationship between teacher job stress/control, reflective supervision, and CLASS scores in order to inform practices that maximize teachers’ efficiency in early care and education centers.

Methods:

Teachers were surveyed during their first year working at the early care and education center. The survey included items adapted from an Early Head Start survey addressing (1) workplace climate, job stress, job control, and job reward and (2) professional development (Table 1). PreK (Emotional Support, Classroom Organization, and Instructional Support) and toddler (Emotional/Behavioral Support and Engaged Support for Learning) CLASS observations were also conducted during the same year as the survey (La Paro, Pianta, & Stuhlman, 2004). Correlations and multiple regressions tested our hypothesis that increased professional development would show more positive feelings in the workplace and higher quality classrooms.


Participants:

Data were collected from 34 preschool teachers and 38 toddler teachers during their first year working at an early care and education center in an urban city between 2013-2018. All teachers primarily spoke English, most teachers were African American, and the majority were female (94%). About 42% of teachers were between 18-32 years old, and 33% of teachers were 33 or older. Teachers had varied educational backgrounds (about 50% Bachelors or higher). Teachers had, on average, 12 years of experience working in early childhood.

Results:

We found a significant correlation between professional development and job control (r =.30, p<.01) and workplace environment (r = .32, p<.01) in toddler and PreK teachers. Teachers receiving more professional development feel more in control and enjoy being at work. A significant correlation was found between professional development and the Instructional Support PreK CLASS domain (r = .38, p<.05) and the Concept Development dimension (r=.43, p<.05). These remained significant even after controlling for years of experience in early childhood education and teacher education (instructional support: B=.49, p<.05, and concept development: B=.42, p<.05). PreK teachers receiving more professional development support are in classrooms of higher quality. This was not consistent when looking at Toddler CLASS. There was a slight, though not statistically significant, difference between toddler (M=6.03, SD=3.72) and preschool (M=6.41, SD=3.42) teachers in the professional development received. There were no significant differences in workplace environment or job performance between preschool and toddler teachers.

Implications:

Teachers new to early care and education may need more support through professional development to help establish a successful transition to the field. In order to fully reap the benefits of federally funded Head Start programs, we should fully invest in coaching and professional development in order to maximize the quality of staff working in these programs.

Authors

• Shivani Wali Raina, University of North Carolina at Greensboro
  Presenting Author

• Brenda Jones Harden, Columbia University
  Non-Presenting Author

• Tanya Tavassolie, American Association for the Advancement of Science
  Non-Presenting Author

• Julia Mendez, University of North Carolina at Greensboro
  Non-Presenting Author