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Understanding Preschool Teachers’ Emotional Support as a Function of Center Climate

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  • Katherine M. Zinsser
  • Timothy W. Curby

Abstract

There is great emphasis recently on improving the quality of early childhood education in the United States. Within quality rating improvement systems, classroom quality is often reported at the center or program levels. Yet little is known about teaching quality at the center level or the influence of center characteristics on teaching quality. Specifically, this study examines the extent to which the quality of emotional support provided by the teacher is associated with characteristics of the center (e.g., prior turnover rates) and center director (e.g., education, management practices). Findings from Head Start Family and Child Experiences Survey (FACES) 2009 data indicated that emotional support dimensions were differentially predicted by characteristics of the center and the director, including prior teacher turnover rate and director job satisfaction. However, highly regulated indicators of center quality (e.g., student:teacher ratio) did not substantially explain emotional support.

Suggested Citation

  • Katherine M. Zinsser & Timothy W. Curby, 2014. "Understanding Preschool Teachers’ Emotional Support as a Function of Center Climate," SAGE Open, , vol. 4(4), pages 21582440145, November.
    • Handle: RePEc:sae:sagope:v:4:y:2014:i:4:p:2158244014560728
    DOI: 10.1177/2158244014560728
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    References listed on IDEAS

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    1. Kathryn Tout & Rebecca Starr & Margaret Soli & Shannon Moodie & Gretchen Kirby & Kimberly Boller, "undated". "Compendium of Quality Rating Systems and Evaluations," Mathematica Policy Research Reports e3e1472c256f4bd49f20ac5b3, Mathematica Policy Research.
    2. Emily Moiduddin & Nikki Aikens & Louisa Tarullo & Jerry West & Yange Xue, 2012. "Child Outcomes and Classroom Quality in FACES 2009," Mathematica Policy Research Reports b259d300a7764b6496a0c86ea, Mathematica Policy Research.
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    4. repec:mpr:mprres:6618 is not listed on IDEAS
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    Cited by:

    1. Nam-Shim Park & Seung-Min Song & Jung Eun Kim, 2020. "The Mediating Effect of Childcare Teachers’ Resilience on the Relationship between Social Support in the Workplace and Their Self-Care," IJERPH, MDPI, vol. 17(22), pages 1-15, November.
    2. Jasleen Kaur & Anupam Sharma, 2022. "What Do I Know About Social-Emotional Learning: A Comparative Analysis Between Public and Private Preschool Teachers in Punjab," SAGE Open, , vol. 12(2), pages 21582440221, April.

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