Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers' emotional expressions and behaviours. Issue 11 (2nd November 2017)

• Record Type: Journal Article
• Authors: Cassidy, Deborah J.; King, Elizabeth K.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L.
• Is Part Of: Early child development and care. Volume 187:Issue 11(2017)
• Page Start: 1666
• Page End: 1678
• Publication Date: 2017-11-02
• Subjects: Childcare -- teacher work environments -- toddlers; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2016.1180516
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: The current study examines the professional well-being of teachers, the classroom emotional support, and the emotional experiences of toddlers in their care. Professional well-being of teachers is conceptualized to include teacher feelings about their work, autonomy in decision-making, actual wages, and perceptions of fairness of wages within the programme as well as within the early childhood profession at large. The study empirically supports relationships among teacher professional well-being, classroom emotional support, and the emotional expressions and behaviours of toddlers. Early childhood policy implications regarding teacher professional well-being and toddler classroom emotional environments are discussed.