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Understanding the Relation Between Early Head Start Teachers' Education and Psychological Well-Being and Their Perceived Parent-Teacher Relationship Quality- [electronic resource]
Understanding the Relation Between Early Head Start Teachers' Education and Psychological Well-Being and Their Perceived Parent-Teacher Relationship Quality- [electronic resource]
상세정보
- 자료유형
- 학위논문
- Control Number
- 0016934704
- International Standard Book Number
- 9798380126076
- Dewey Decimal Classification Number
- 370
- Main Entry-Personal Name
- Cook, Jody L.
- Publication, Distribution, etc. (Imprint
- [S.l.] : Michigan State University., 2023
- Publication, Distribution, etc. (Imprint
- Ann Arbor : ProQuest Dissertations & Theses, 2023
- Physical Description
- 1 online resource(104 p.)
- General Note
- Source: Dissertations Abstracts International, Volume: 85-02, Section: B.
- General Note
- Advisor: Vallotton, Claire.
- Dissertation Note
- Thesis (Ph.D.)--Michigan State University, 2023.
- Restrictions on Access Note
- This item must not be sold to any third party vendors.
- Summary, Etc.
- 요약This study aimed to explore the influence of Early Head Start teachers' educational experiences and psychological well-being on their perceptions of parent-teacher relationship qualities. Through the use of an exploratory analytical approach, this study examined the impact of 134 Early Head Start teachers' educational and professional development experience, as well as that of their psychological well-being (i.e., depressive symptoms, work-related stress, well-being), on their perceptions of the quality of their relationship with parents as a general group and with a specific parent of a child in their classroom. Standard regression analyses were conducted. Results suggest that teachers' educational and professional development experiences were not associated with their relationship quality with parents; however, their psychological well-being was. Specifically, results suggest that teachers' depressive symptoms may have a moderating effect on the association between their work-related well-being and particular measures of parent-teacher relationship quality. These findings encourage the examination of how pre- and in-service education and professional development experiences are taught and assessed, as well as the further exploration of the influence of teachers' psychological well-being on their role in developing high-quality parent-teacher relationships. Limitations of this study are also discussed.
- Subject Added Entry-Topical Term
- Early childhood education.
- Subject Added Entry-Topical Term
- Teacher education.
- Subject Added Entry-Topical Term
- Mental health.
- Index Term-Uncontrolled
- Educational experiences
- Index Term-Uncontrolled
- Parent-teacher relationships
- Index Term-Uncontrolled
- Psychological well-being
- Index Term-Uncontrolled
- Professional development
- Index Term-Uncontrolled
- Depressive symptoms
- Added Entry-Corporate Name
- Michigan State University Human Development and Family Studies - Doctor of Philosophy
- Host Item Entry
- Dissertations Abstracts International. 85-02B.
- Host Item Entry
- Dissertation Abstract International
- Electronic Location and Access
- 로그인을 한후 보실 수 있는 자료입니다.
- Control Number
- joongbu:640176
MARC
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■020 ▼a9798380126076
■035 ▼a(MiAaPQ)AAI30633256
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aCook, Jody L.
■24510▼aUnderstanding the Relation Between Early Head Start Teachers' Education and Psychological Well-Being and Their Perceived Parent-Teacher Relationship Quality▼h[electronic resource]
■260 ▼a[S.l.]▼bMichigan State University. ▼c2023
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2023
■300 ▼a1 online resource(104 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-02, Section: B.
■500 ▼aAdvisor: Vallotton, Claire.
■5021 ▼aThesis (Ph.D.)--Michigan State University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aThis study aimed to explore the influence of Early Head Start teachers' educational experiences and psychological well-being on their perceptions of parent-teacher relationship qualities. Through the use of an exploratory analytical approach, this study examined the impact of 134 Early Head Start teachers' educational and professional development experience, as well as that of their psychological well-being (i.e., depressive symptoms, work-related stress, well-being), on their perceptions of the quality of their relationship with parents as a general group and with a specific parent of a child in their classroom. Standard regression analyses were conducted. Results suggest that teachers' educational and professional development experiences were not associated with their relationship quality with parents; however, their psychological well-being was. Specifically, results suggest that teachers' depressive symptoms may have a moderating effect on the association between their work-related well-being and particular measures of parent-teacher relationship quality. These findings encourage the examination of how pre- and in-service education and professional development experiences are taught and assessed, as well as the further exploration of the influence of teachers' psychological well-being on their role in developing high-quality parent-teacher relationships. Limitations of this study are also discussed.
■590 ▼aSchool code: 0128.
■650 4▼aEarly childhood education.
■650 4▼aTeacher education.
■650 4▼aMental health.
■653 ▼aEducational experiences
■653 ▼aParent-teacher relationships
■653 ▼aPsychological well-being
■653 ▼aProfessional development
■653 ▼aDepressive symptoms
■690 ▼a0518
■690 ▼a0530
■690 ▼a0347
■71020▼aMichigan State University▼bHuman Development and Family Studies - Doctor of Philosophy.
■7730 ▼tDissertations Abstracts International▼g85-02B.
■773 ▼tDissertation Abstract International
■790 ▼a0128
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934704▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
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