Predictors of job satisfaction, job stress, and job commitment in family day care☆
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Cited by (30)
Predictors of quality and child outcomes in family child care settings
2013, Early Childhood Research QuarterlyCitation Excerpt :Providers who reported more child-centered, progressive caregiving beliefs and higher levels of intrinsic motivation were rated, on average, as offering higher global and instructional quality and more sensitive caregiving. These associations are consistent with extant literature (Cassidy et al., 1995; Clarke-Stewart et al., 2002; Kontos et al., 1995; Kontos & Riessen, 1993) and add support to the theory that provider attitudes, beliefs, and practices are closely interrelated (Ajzen & Fishbein, 2005). No statistically significant associations were found between providers’ intentions to stay in the field and their quality ratings.
Caregivers' cortisol levels and perceived stress in home-based and center-based childcare
2012, Early Childhood Research QuarterlyCitation Excerpt :Atkinson (1992) reported that mothers working in home-based childcare reported higher stress levels than either mothers employed outside the home or non-employed mothers. Kontos and Riesen (1993) found that caregivers who reported more job stress perceived less social support than caregivers who experienced less job stress. In this home-based study, no association was present between job stress and reported childrearing values.
Classroom-based interventions and teachers' perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings
2011, Early Childhood Research QuarterlyCitation Excerpt :High levels of family risk and community violence may especially threaten the emotional and behavioral adjustment of young, low-income children, increasing the probability that a teacher in a given classroom may have to cope with one or more students’ high levels of disruptive or challenging behavior (Margolin & Gordis, 2000; Raver et al., 2009). In addition, preschool teachers in the U.S. usually have to work long hours with low pay, little training in effective methods of classroom management, little administrative support, and little respect and appreciation from the public at large (Goelman & Guo, 1998; Kontos & Riessen, 1993; Li-Grining et al., 2010; Raver et al., 2009). As summarized by researchers (Curbow et al., 2000; Gilliam & Shahar, 2006; Hammarberg & Hagekull, 2000, 2002; Scott-Little & Holloway, 1992), some key characteristics of job stressors among preschool teachers include high work-related demands, low control in daily activities and routines, low resources for and rewards from their work, and low confidence in managing children's behavior.
Does training make a difference to quality in family child care?
1996, Early Childhood Research QuarterlyFactors affecting turnover among family child care providers: A longitudinal study
1996, Early Childhood Research QuarterlyA conceptual model for studying turnover among family child care providers
1995, Early Childhood Research Quarterly
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The research reported here was supported by the Early Childhood Training Center (Richard Hanson, Director), Department of Child Development and Family Science, North Dakota State University. The study was conducted in collaboration with Ann and Ron Mullis, University of Florida and Florida State University, respectively, who were then at NDSU. Assistance in data coding and analysis were provided by Loraine Dunn and Renee Gick. Earlier versions of this study were reported at the American Educational Research Association annual meeting, New Orleans, April 1988, and the National Conference on Early Childhood Issues: Policy Options in Support of Children and Families, sponsored by the U.S. Department of Education, November 1988.