Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness

Abstrak Peningkatan mutu pendidikan dilakukan dengan meningkatkan teacher professional well being. Penelitian ini bertujuan untuk mengetahui pengaruh sertifikasi guru, nilai kerja dan iklim sekolah terhadap teacher professional well being. Teknik sampling yang digunakan adalah accidental sample. Jumlah sample yang dalam penelitian ini adalah 61 guru yang sudah dan belum mendapatkan sertifikasi. Teknik analisis data menggunakan regresi berganda dan uji t. Hasil penelitian menunjukkan bahwa ada pengaruh antara work value dan iklim sekolah terhadap teacher professional well being sedangkan persepsi terhadap sertifikasi guru tidak berpengaruh secara significant. Sumbangan ketiga variabel sebesar 69,2% dan 30,80 % dipengaruhi oleh faktor lainnya. Masing - masing variabel memberikan sumbangan efektif sebesar sebesar 48,15 % sedangkan work value memberikan sumbangan sebesar 19,37 %. Teacher professional well being ditinjau dari guru yang telah tersertifikasi dan belum tersertifikasi tidak menunjukkan adanya perbedaan. Teacher professional well being ditinjau dari masa kerja guru yang telah bekerja selama 20 tahun dan kurang dari 20 tahun juga tidak menunjukkan adanya perbedaan. Key word: Sertifikasi Guru, Nilai Kerja, Iklim Sekolah, dan teacher professional well being

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School readiness and transition into school

10.1093/med/9780198788850.003.0031 ◽

2019 ◽

Author(s):

Alan Emond ◽

Jane Coad

Keyword(s):

Cognitive Development ◽

School Readiness ◽

Communication Skills ◽

Good Practice ◽

Well Being ◽

School Entry ◽

Emotional Maturity ◽

Medical Needs ◽

Health Assessments ◽

Health And Well Being

School readiness is a complex construct which includes physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills. This chapter reviews the evidence for interventions which help children, and their families, be ready to start school, and highlights good practice in schools being ready and welcoming for new children. The issues of transition into school are discussed, and evidence presented on how children with medical needs can be helped to integrate and participate. Health assessments at school entry are reviewed, and the complicated area of medication in schools is summarized.

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Reconceptualising and (re)forming early childhood professional identities: Ongoing transnational policy discussions

Policy Futures in Education ◽

10.1177/1478210320976015 ◽

2020 ◽

pp. 147821032097601

Author(s):

Sonja Arndt ◽

Kylie Smith ◽

Mathias Urban ◽

Tomas Ellegard ◽

Beth Blue Swadener ◽

...

Keyword(s):

Early Childhood ◽

Teacher Identity ◽

Well Being ◽

The United States ◽

Professional Identities ◽

Early Childhood Professional ◽

Education And Care ◽

Childhood Professional ◽

Professional Self ◽

Teacher Professional

Problematic policy constructions of the purpose of education implicate professional identities and working conditions of professionals working with the youngest children. This paper builds on our earlier writing, to contest teacher professional identities in Australia, Ireland, Denmark and the United States of America, to illustrate the crucial importance of contextualised policy landscapes in early childhood education and care. It uses prevailing policy constructions, power imbalances and tensions in defining teacher identities, to ask crucial questions, such as what has become of the professional ‘self’. It questions the fundamental ethics of care and encounter, and of worthy wage and other campaigns focused on the well-being of teachers when faced with a world-wide crisis. The cross-national conversations culminate in a contemporary confrontation of teacher identity and imperatives in increasingly uncertain times as evolving in light of the COVID-19 pandemic.

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Ready or not? Teachers’ perceptions of young children’s school readiness

Journal of Early Childhood Research ◽

10.1177/1476718x19875760 ◽

2019 ◽

Vol 17 (4) ◽

pp. 329-346

Author(s):

Nina Smith ◽

Wykeshia Glass

Keyword(s):

School Readiness ◽

Math Achievement ◽

Well Being ◽

Black Children ◽

The United States ◽

Academic Readiness ◽

Social Emotional ◽

Teachers Perceptions ◽

Cognitive Readiness ◽

Nationally Representative

Using a nationally representative dataset of young children in the United States (the Early Childhood Longitudinal Study–Birth Cohort), the purpose of this study was to test the associations between teachers’ perceptions of preschoolers’ ( N = 3350) school readiness and actual academic readiness levels, as measured by math and reading assessments. The dimensions of readiness included social/emotional, behavioral, cognitive, and physical well-being. The findings suggest that teachers’ perceptions of various aspects of readiness may matter differently for math and reading achievement as well as for certain racial/ethnic groups. Teachers’ perceptions of all domains of readiness appear to be an important predictor of math achievement for Black children. Perceptions of behavior were negatively associated with academic readiness for Hispanic children, yet significantly and positively associated with math achievement for Black children. Teachers’ perceptions of cognitive readiness were only positively associated with academic readiness for Black children. Training, education, and support for establishing close teacher–child relationships may maximize preschoolers’ academic readiness by promoting social/emotional, behavioral, cognitive, and physical well-being.

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A Qualitative Exploration of the Role and Needs of Classroom Teachers in Supporting the Mental Health and Well-Being of Deaf and Hard-of-Hearing Children

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-18-0085 ◽

2019 ◽

Vol 50 (3) ◽

pp. 399-415

Author(s):

Emily Furness ◽

Ian W. Li ◽

Lisa Patterson ◽

Christopher G. Brennan-Jones ◽

Robert H. Eikelboom ◽

...

Keyword(s):

Mental Health ◽

Hard Of Hearing ◽

Well Being ◽

Classroom Teachers ◽

Semistructured Interviews ◽

Teacher Professional ◽

Hearing Children ◽

Qualitative Exploration ◽

Health And Well Being

Purpose Children who are deaf and hard of hearing (DHH) face a wide array of issues that can impact their mental health and well-being. This study aimed to explore the role of schools and classroom teachers in supporting the mental health and well-being of DHH children. Method A qualitative study comprising telephone and semistructured interviews with 12 mainstream school classroom teachers who directly support the education and well-being of DHH children was conducted. Thematic analysis was used to analyze the data. Result Classroom teachers indicated they play an important role in supporting the mental health and well-being of DHH children but identified a range of constraints to providing this support. Four themes were identified: (a) “culture of professional practice,” (b) “operationalized practice,” (c) “constraints to practice,” and (d) “solutions for constraints.” Conclusions Classroom teachers play an important role in supporting the mental health and well-being of DHH children but face several constraints in their practice, including limited training and awareness and access to resources. While further research is needed, this study suggests that classroom resources and teacher professional development are needed to enhance classroom teachers' understanding of how to support the mental health and well-being of DHH children.

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The Social and Emotional Issues of Teacher's Professional Identity Development

Leading Schools With Social, Emotional, and Academic Development (SEAD) - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6728-9.ch006 ◽

2021 ◽

pp. 101-118

Author(s):

Michelle A. Arroyo

Keyword(s):

Identity Development ◽

Professional Identity ◽

Teacher Identity ◽

Well Being ◽

Professional Identity Development ◽

Social And Emotional ◽

The Social ◽

Emotional Wellness ◽

Teacher Professional Identity ◽

Teacher Professional

Teacher professional identity is an important factor in understanding professional lives and career decision making. Teacher professional identity may affect motivation, effectiveness, and most importantly, social and emotional well-being. Teacher identity lacks clarity with regards to a definition. This could contribute to the reason that it has not been studied as a key element for teacher social and emotional wellness during professional identity development. The process of how teachers view themselves as teachers and how their developing professional identity is shaped by their personal identity development and social identity connections has implications on their careers.

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