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<p>At present there is little research on effective professional development for early childhood education (ECE) teachers around their stress and self-efficacy. The present study helps fill this gap by investigating the effects of a novel university-based course developed to support pre-service and in-service ECE teachers in managing stressors and improving teaching self-efficacy. Specifically, pretest-posttest data from <i>N</i> = 18 ECE participating teachers revealed significant improvements in their self-efficacy and stress-coping strategies, as well as a strong intention to use their learned strategies in the future. Themes emerging from interviews of a subset of <i>n</i> = 11 ECE teachers included that: (1) a positive feedback loop developed when teachers used stress-coping strategies, (2) stress-coping strategies that were easier to use in the moment were more likely to be adopted, and (3) use of stress-coping strategies supported teachers in achieving their commitment to children’s well-being through a positive classroom climate. Limitations and future research directions are discussed.</p>

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Supporting our Early Childhood Education Teachers: Stress, Self-Efficacy, and Stress Coping Strategies

  • 期刊论文

  • 发表日期：

    2025年9月12日

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  • Anran Ouyang,
  • Elizabeth Sanders,
  • Gail Joseph

摘要

At present there is little research on effective professional development for early childhood education (ECE) teachers around their stress and self-efficacy. The present study helps fill this gap by investigating the effects of a novel university-based course developed to support pre-service and in-service ECE teachers in managing stressors and improving teaching self-efficacy. Specifically, pretest-posttest data from N = 18 ECE participating teachers revealed significant improvements in their self-efficacy and stress-coping strategies, as well as a strong intention to use their learned strategies in the future. Themes emerging from interviews of a subset of n = 11 ECE teachers included that: (1) a positive feedback loop developed when teachers used stress-coping strategies, (2) stress-coping strategies that were easier to use in the moment were more likely to be adopted, and (3) use of stress-coping strategies supported teachers in achieving their commitment to children’s well-being through a positive classroom climate. Limitations and future research directions are discussed.