Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

Lia E. Sandilos, Lauren M. Cycyk, Carol Scheffner Hammer, Brook E. Sawyer, Lisa López, Clancy Blair

Research output: Contribution to journalArticle

Abstract

Research Findings: This study investigated the relationship of preschool teachers’ self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers’ individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. Practice or Policy: The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.

Original languageEnglish (US)
Pages (from-to)1111-1127
Number of pages17
JournalEarly Education and Development
Volume26
Issue number8
DOIs
StatePublished - Nov 17 2015

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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