TY - JOUR
T1 - Depression, Control, and Climate
T2 - An Examination of Factors Impacting Teaching Quality in Preschool Classrooms
AU - Sandilos, Lia E.
AU - Cycyk, Lauren M.
AU - Scheffner Hammer, Carol
AU - Sawyer, Brook E.
AU - López, Lisa
AU - Blair, Clancy
N1 - Funding Information:
This study was supported by NIH-NICHD Grant 5U01HD060296-05.
Publisher Copyright:
Copyright © 2015 Taylor & Francis Group, LLC.
PY - 2015/11/17
Y1 - 2015/11/17
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84940435405&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84940435405&partnerID=8YFLogxK
U2 - 10.1080/10409289.2015.1027624
DO - 10.1080/10409289.2015.1027624
M3 - Article
AN - SCOPUS:84940435405
VL - 26
SP - 1111
EP - 1127
JO - Early Education and Development
JF - Early Education and Development
SN - 1040-9289
IS - 8
ER -