Preschool teachers’ self-efficacy, burnout, and stress in online professional development: a mixed methods approach to understand change

ABSTRACT

This mixed methods study examines the impact of online professional development on preschool teachers’ self-efficacy, burnout, and stress. Participating teachers (n = 89) were randomly assigned into four groups: one of three treatment conditions (course-only, conference, reflective writing) or a control group. All treatment conditions received a 14-week online course on teacher-child interactions, which included regular homework assignments and community discussion boards. The conference and reflective writing conditions received additional supports. Regression analyses revealed that teachers who were in the course-only treatment condition had decreased self-efficacy and increased emotional exhaustion, a component of burnout, relative to the control group. However, teachers in the conference and reflective writing conditions did not experience such negative effects. Qualitative analyses suggest that all teachers tended to focus on personal challenges within the course, but teachers who had access to conference and reflective writing supports benefited from the availability of emotional outlets and/or opportunities for feedback

Acknowledgments

The authors wish to thank the generous programs and teachers who participated in this study. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grants R305B090002 and R305A100154 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.

Disclosure statement

B.K.H. is a coauthor of the CLASS and cofounder and shareholder of Teachstone Training, LLC, a company focused on measuring and improving teacher-student interactions. The University of Virginia owns an equity share in Teachstone..

Notes

1. Teachers were informed of their condition prior to data collection.

Additional information

Funding

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grants R305B090002 and R305A100154 to the University of Virginia. The opinions expressed are those of the authors and do not represent views of the U.S. Department of Education.