@article{38ad791c69bb4a79a1e1c45526302803,
title = "Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic",
abstract = "This study collected monthly data between September 2020 and August 2021 to document the consequences of the COVID-19 pandemic for German preschool teachers during different pandemic phases. This longitudinal study investigated how subjective stress experiences and self-efficacy beliefs of preschool teachers (N = 279) change over time and explored associations on the inter- and intraindividual level. We observed phase-specific changes in subjective stress experiences and interindividual differences in change rates, but no systematic increase across the entire study period. Results also highlight self-efficacy beliefs as a resource for preschool teachers, which should be strengthened to better face stress experiences.",
keywords = "COVID-19, Early childhood education, Longitudinal study, Preschool teachers, Self-efficacy beliefs, Subjective stress experiences",
author = "Julia Steigleder and Lilly Buhr and Ehm, {Jan Henning} and Caterina Gawrilow and {von Suchodoletz}, Antje",
note = "Funding Information: This research was supported in part by Grant #R305G050057 from the IDeA-Center (IDeA (Individual Development and Adaptive Education of Children at Risk) and by budget funds to Caterina Gawrilow. The study was approved by the ethical committee of the University of Tuebingen (AZ: Gawrilow_2020_0903_203). The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. We are very grateful to the preschool teachers and staff who participated in this study. Funding Information: This research was supported in part by Grant #R305G050057 from the IDeA-Center (IDeA (Individual Development and Adaptive Education of Children at Risk) and by budget funds to Caterina Gawrilow. The study was approved by the ethical committee of the University of Tuebingen (AZ: Gawrilow_2020_0903_203). The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. We are very grateful to the preschool teachers and staff who participated in this study. Publisher Copyright: {\textcopyright} 2023 Elsevier Ltd",
year = "2023",
month = apr,
doi = "10.1016/j.tate.2023.104015",
language = "English (US)",
volume = "124",
journal = "Teaching and Teacher Education",
issn = "0742-051X",
publisher = "Elsevier Ltd",
}