Understanding and improving classroom emotional climate and behavior management in the "real world": The role of head start teachers' psychosocial stressors

Christine Li Grining, C. Cybele Raver, Kina Champion, Latriese Sardin, Molly Metzger, Stephanie M. Jones

Research output: Contribution to journalArticlepeer-review

Abstract

Research Findings: This article reports on two studies. Study 1 considered ways in which Head Start teachers' (n = 90) psychosocial stressors are related to teachers' ability to maintain a positive classroom emotional climate and effective behavior management in preschool classrooms. Study 2 tested the hypothesis that among teachers randomly assigned to a treatment condition (n = 48), psychosocial stressors serve as important predictors of their use of an intervention designed to improve classroom emotional climate and behavior management. Practice or Policy: Findings from Study 1 were mixed; notably, teachers' personal stressors were moderately predictive of lower use of effective strategies of behavior management in the classroom. Findings from Study 2 suggest that psychosocial stressors are not a barrier to teachers' use of intervention services. Contrary to our expectations, teachers reporting more stressors attended more training sessions than did teachers reporting fewer stressors. Teachers reporting higher levels of stress availed themselves of less support from mental health consultants during classroom consultation visits offered to treatment group classrooms as part of the intervention.

Original languageEnglish (US)
Pages (from-to)65-94
Number of pages30
JournalEarly Education and Development
Volume21
Issue number1
DOIs
StatePublished - Jan 2010

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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