Mindfulness and Resilience as Mediators in the Relationship Between Job-Related Stress and Teacher–Child Interaction Among Early Childhood Educators

2021 ◽  
Author(s):  
Sol Seo ◽  
Jongil Yuh
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Child Interaction ◽  
Related Stress ◽  
Job Related Stress ◽  
The Relationship

The Health and Wellbeing of Adults Working in Early Childhood Education

2007 ◽  
Vol 32 (3) ◽  
pp. 33-38 ◽  
Author(s):  
Belinda J. McGrath ◽  
Annette D. Huntington
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Occupational Injuries ◽  
Physical Symptoms ◽  
Health Issues ◽  
Childhood Education ◽  
Home Based ◽  
Excellent Health ◽  
Related Stress ◽  
Job Related Stress

THIS ARTICLE REPORTS the results of a survey of 168 New Zealand early childhood workers and describes their health status, behaviours and concerns. The respondents included 73 childcare teachers, 58 kindergarten teachers and 37 home-based educators. Although 92 per cent of respondents reported that they had good or excellent health, statistically significant differences were found between the groups for days absent because of illness, accidental injuries, job-related stress and ergonomic aspects of their work. All groups reported an increase in various physical symptoms since working with children, in particular backaches, muscle strain and fatigue. One-quarter of respondents experienced an illness related to their work with children during the past year, most commonly respiratory and gastrointestinal illnesses. The study alerts early childhood education employers to the importance of managing health issues such as workload and stress, occupational injuries, the provision of an ergonomically healthy work environment and adequate conditions of employment.

scholarly journals Early childhood educators’ perceptions of their roles and responsibilities in Ontario’s full day kindergarten program

2021 ◽  
Author(s):  
Rabeya Hossain
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Post Colonial ◽  
Roles And Responsibilities ◽  
Full Day Kindergarten ◽  
Professional Recognition ◽  
Colonial Theory ◽  
Teaching Team ◽  
The Relationship ◽  
Full Day

The purpose of this qualitative study was to understand early childhood educators’ perceptions of their roles and responsibilities based on their lived experiences in Ontario’s full day kindergarten (FDK) program. The theoretical framework that underpinned my study is post-colonial theory and Foucault’s post-structural concept of “power/knowledge” which offered different perspectives to understand how ECEs’ shaped their perceptions. Key messages from the findings suggest despite challenges within the FDK program, ECEs recognized and acknowledged their complementary roles within the teaching team, and identified the need for professional recognition of their work. The key messages further suggested that principals as the leaders of the school need to have a greater understanding about ECEs’ roles, and the relationship between the educators. The recognition of the role and knowledge that ECEs contribute to FDK programs is crucial in order to facilitate collaboration between the educators within the teaching team.

scholarly journals Early childhood educators’ perceptions of their roles and responsibilities in Ontario’s full day kindergarten program

2021 ◽  
Author(s):  
Rabeya Hossain
Keyword(s):  
Early Childhood ◽  
Early Childhood Educators ◽  
Post Colonial ◽  
Roles And Responsibilities ◽  
Full Day Kindergarten ◽  
Professional Recognition ◽  
Colonial Theory ◽  
Teaching Team ◽  
The Relationship ◽  
Full Day

The purpose of this qualitative study was to understand early childhood educators’ perceptions of their roles and responsibilities based on their lived experiences in Ontario’s full day kindergarten (FDK) program. The theoretical framework that underpinned my study is post-colonial theory and Foucault’s post-structural concept of “power/knowledge” which offered different perspectives to understand how ECEs’ shaped their perceptions. Key messages from the findings suggest despite challenges within the FDK program, ECEs recognized and acknowledged their complementary roles within the teaching team, and identified the need for professional recognition of their work. The key messages further suggested that principals as the leaders of the school need to have a greater understanding about ECEs’ roles, and the relationship between the educators. The recognition of the role and knowledge that ECEs contribute to FDK programs is crucial in order to facilitate collaboration between the educators within the teaching team.

Role Conflict and British Pentecostal Ministers

2000 ◽  
Vol 28 (2) ◽  
pp. 119-124 ◽  
Author(s):  
William K. Kay
Keyword(s):  
Role Conflict ◽  
Eysenck Personality Questionnaire ◽  
Personality Questionnaire ◽  
Personality Profiles ◽  
Individual Personality ◽  
Demographic Survey ◽  
Related Stress ◽  
Job Related Stress ◽  
Relationship Of ◽  
The Relationship

Church ministers often face the challenges of multiple, conflicting, and ambiguous roles, thus incurring job-related stress based upon the expectations of others and individual personality dynamics. Following the procedures utilized by L. J. Francis and R. Rodger (1994), the relationship of perceived role conflict and personality dynamics was investigated in 930 British Pentecostal ministers. These clergy completed a demographic survey, the Eysenck Personality Questionnaire (H. J. Eysenck & S. B. G. Eysenck, 1975), and the prioritization of 20 ministerial roles in terms of personal values and the perceived expectations of others. The results of this study indicate that ministers who endorse traits associated with neuroticism tend to experience role conflict more than those endorsing other personality profiles.

What matters in the relationship between mentoring and job-related stress? The moderating effects of protégés’ traditionality and trust in mentor

2014 ◽  
Vol 20 (5) ◽  
pp. 608-623 ◽  
Author(s):  
Jing Qian ◽  
XiaoSong Lin ◽  
Zhuo R Han ◽  
Zhen X Chen ◽  
Jay M Hays
Keyword(s):  
Interaction Effect ◽  
Negative Relationship ◽  
Moderating Effects ◽  
Large Company ◽  
Related Stress ◽  
High Level ◽  
Job Related Stress ◽  
The Relationship ◽  
What Matters

AbstractMentoring received by protégés has been shown to play an important role in relieving protégés’ job-related stress. However, literature on the relationship between mentoring and job-related stress has yielded mixed and inconclusive results. Our research seeks to reconcile the conflicting implications by examining protégés’ individual traditionality and trust in mentor as moderators on the relationship between mentoring and job-related stress. We tested the hypotheses with data from a sample of 210 protégés from a large company in China. Results of our two-way and three-way interaction effect tests revealed that: (1) traditionality moderated the negative relationship between mentoring and job-related stress in such a way that the relationship was stronger for protégés with higher rather than lower traditionality; (2) the influence that mentoring had on job-related stress was strongest for protégés with both high traditionality and a high level of trust in mentor.

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