“It’s just too much”: Covid-19 Effects on Head Start Teachers’ Lives and Work

• In Event: Poster Session 11
  In Poster Session: PS 11 Topic - Solicited Content: COVID-19 Related

Abstract

Introduction
As of March 24, most U.S. Head Start sites closed due to the Covid-19 pandemic (Administration for Children and Families, 2020), and some shifted to online programming. While pandemic research has emphasized the well-being of children and families, less attention has gone to early care and education (ECE) teachers. This population is important because young children learn through relationships (Pianta, 2007), and teachers’ well-being has direct implications for their capacity to connect and instruct (Jeon et al., 2019). In this qualitative study in a mid-Atlantic city, we explore Head Start teachers’ challenges during the COVID-19 pandemic as they experienced mandated closures and a shift to online learning
Objectives
The objectives are to (1) describe how the pandemic affected Head Start teachers personally and professionally; (2) deepen understanding of pandemic effects on young, low-income children; and (3) contribute to discourse on ECE teachers supports.
Method and Analysis
Our sample (N = 19) is from a larger quantitative study (N = 166) on Head Start teacher well-being. In summer 2020, the teachers participated in telephone interviews (mean = 35 minutes). The interview protocol included questions about well-being, pandemic effects, and related challenges and supports. Interviews were structured, but respondents were allowed to “roam”, leading to rich data. We transcribed interviews transcribed, and two different team members checked each whole transcript. Three coders have conducted preliminary analyses, determining primary themes.
Henceforth, the team will follow a two-step coding process (Saldaña, 2009). Primary coding will be structural, searching for confirming and disconfirming evidence of preliminary findings, to enhance rigor (Patton, 1999). Next, we will conduct elaborative secondary coding (Saldaña, 2009), expanding primary findings. We will ensure by rigor in accordance with Morse’s (2015) strategies, including inter-rater reliability, negative case analysis, and debriefing.
Preliminary Findings
Initial analyses yield the following themes: 1. Many—but not all—teachers report greater stress, with sources including personal family disruptions, tightened finances, adjusting to online instruction, and affectionate concern/longing for their students. Others perceive adequate support.; 2. Teachers report inconsistent, paltry attendance and low engagement. They miss classroom instruction, which they perceive as better for children; 3. Contrary to expectations, teachers were not fully dismissive of online learning, but rather desired training and guidance, especially to boost engagement.
Implications
This study will contribute to understanding how the pandemic affected the most vulnerable (i.e., young, low-income children). Moreover, the data were systematically collected in the midst of teachers’ adjustments to school closures and online instruction. Thus, the data present a rare opportunity for contemporaneous, highly relevant insight on a phenomenon. Moreover, this study will contribute to a growing literature on ECE teachers’ working conditions and instructional effects thereof.
Feasibility
This project is fully funded. Interviews and transcripts are complete. Three coders have conducted preliminary analyses to guide coding procedures. We will complete the analysis within the next 3–4 months. In addition, the larger research team will provide regular feedback on procedures and manuscripts. Finally, the city’s Head Start office, a research partner, is eager for results and reports.

Authors

• Natalie Schock, Johns Hopkins University
  Presenting Author

• Jun Wang, Johns Hopkins University
  Non-Presenting Author

• Katherine Ardeleanu, Johns Hopkins University
  Non-Presenting Author

• Lieny Jeon, University of Virginia - Charlottesville
  Non-Presenting Author