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Head Start Teachers’ Professional Development, Well‐being, Attitudes, and Practices: Understanding Changes Over Time and Predictive Associations
Author(s) -
Harding Jessica F.,
Connors Maia C.,
Krauss Allison Friedman,
Aikens Nikki,
Malone Lizabeth,
Tarullo Louisa
Publication year - 2019
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1002/ajcp.12327
Subject(s) - professional development , head start , curriculum , psychology , faculty development , health psychology , well being , medical education , pedagogy , developmental psychology , medicine , public health , nursing , psychotherapist
Highlights The professional development supports available to teachers predicted higher job satisfaction and more math activities. Early care and education teachers’ curriculum support was related to more frequent math activities. Early care and education teachers’ mentoring support predicted more developmentally appropriate attitudes. Many types of professional development were not associated with teachers’ well‐being, attitudes, or practices. Teachers’ professional development, well‐being, attitudes, and practices did not increase across cohorts.