Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities

ABSTRACT

While the issue of teacher stress is widely recognized, little is currently known about childcare teachers’ stress, its impact on teaching, and the relationship with professional activities. This study utilizes ecological momentary assessment (EMA) techniques with 50 early care teachers to examine the relationship between childcare teachers’ reported stress, positive teaching practices, and participation in evening professional activities through the theoretical lens of Conservation of Resources (CoR). These results suggest that childcare teachers report higher levels of overall stress (stress intensity and stress exhaustion) when engaged in more evening professional activities and perform fewer positive classroom behaviors. When childcare teachers perceive greater stress intensity for current classroom activities, they also report higher levels of stress exhaustion. As other research suggests that professional activities promote positive classroom practices, consideration should be given to the timing of professional activities in consideration of the potential stressors created by evening professional activities.

KEYWORDS:

• Teacher stress
• ecological momentary assessment

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by Louisiana State Office of Research and Economic Development: [Grant Number 124.30.9102].

Notes on contributors

Jennifer Baumgartner

Jennifer Baumgartner is an associate professor in the School of Education. She teaches in the PK-3 teacher certification program and early childhood education graduate program. Her research centers around two major issues: 1.) how philosophies and/or knowledge are translated into practices in children's developmental contexts and, 2.) stress among teachers and children in early care settings. Her work is published in several journals, including Journal of Health Psychology, Early Child Development and Care, Journal of Early Childhood Teacher Education and Young Children. She has experience directing early child development laboratory schools and teaches critical perspectives in early childhood education, child development and stress in education courses. She serves as co-faculty advisor to the LSU student chapter of the Association for the Education of Young Children.

Carrie Ota

Carrie L. Ota is an associate professor in the Department of Child and Family Studies in the Jerry & Vickie Moyes College of Education at Weber State University. Her research focus includes early care and education, adult learning, child development, and adult-child interactions. She currently teaches courses in human development and introduction and advanced curriculum and planning for young children. Her research on children's attention during whole group instruction received the 2012 research paper of the year from the Journal of Research in Childhood Education and has been recognized for her teaching excellence receiving the Distinguished Teaching Award from the Early EdU Alliance and NAECTE Outstanding Early Childhood Teacher Educator Award.

Cynthia DiCarlo

Cynthia Fontcuberta DiCarlo, PhD, holds the W.H. “Bill” LeBlanc LSU Alumni Association Departmental Endowed Professorship of Early Childhood Education and is the Executive Director of the Early Childhood Education Laboratory Preschool at LSU. DiCarlo also serves as the Coordinator of the Early Childhood Education Teacher Education Program and her research focuses on interventions to improve outcomes for young children and clarification and innovations in recommended practices in early childhood. Prior to joining LSU in 2004, she was a Clinical Assistant Professor at LSU Health Sciences Center (New Orleans). Dr. DiCarlo has been recognized for her research, teaching and service; her research on children's attention during whole group instruction received the 2012 Research Paper of the Year from the Journal of Research in Childhood Education; she was recognized for excellence in teaching receiving the Tiger Athletic Foundation Teaching Award (2010). Additionally, she has received recognition for her service, receiving the College of Human Sciences and Education Faculty Service Award (2016) and the Louisiana Champions of Service Volunteer of the Year: Plantation Region (2013). Dr. DiCarlo has incorporated her passion for research into the courses she teaches and her work in mentoring undergraduate and graduate students. Since its inception in 2014, Dr. DiCarlo has mentored 67 undergraduate students who have subsequently presented at LSU Discover Day. She currently serves on the editorial boards for Infants & Young Children and for the Journal of Teacher Action Research.

Rebecca Bauer

Rebecca Bauer is a doctoral candidate in Developmental Science at the University of Alabama. Her research interests include examining how imaginative play is related to children's school readiness skills, specifically creativity, executive functioning, and socioemotional development.

Russell Carson

Russell Carson is a passionate and notable scholar on topics of comprehensive health and wellness in/around school and early childcare settings. He has 20 years of experience as a university Professor, applied researcher, and published author, holding degrees in PreK-12 physical education, sport psychology, and health and kinesiology. Russ joined PlayCore in 2019 as a Research and Health & Wellness Advisor and works remotely from Colorado as a dedicated champion of active learning and living with family.