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<p>The early childcare education (ECE) workforce faces high demands and low resources, contributing to disproportionate rates of burnout and turnover. There is evidence that burnout and turnover intent in ECE teachers negatively impact the social-emotional development of the children in their care. This study aimed to investigate (1) if job demands were associated with perceived teacher-child conflict and closeness and (2) if resources at the individual-, organizational-, and community-level moderate the relationships between job demands and the quality of teacher-child relationships. The results supported that job demands were associated with teacher-child conflict. Individual-level resources were significantly associated with perceived teacher-child closeness (β = 0.18, <i>p</i> &lt; .001) and there was a significant interaction between job demands and individual-level resources in predicting perceived teacher-child closeness (β = –0.21, <i>p</i> &lt; .05). Individual resources, including modifiable traits such as psychological capital and self-efficacy, moderated the impact job demands have on the way ECE teachers perceived the relationships with the children in their care. This study provides practical implications for ECE professional development interventions, highlighting the importance of investing in individual-level resources.</p>

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Associations Between Teacher Job Demands and Resources and Teacher-Child Relationships in Head Start Settings: A Cross-Sectional Study

  • 期刊论文

  • 发表日期：

    2025年7月15日

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  • Julia M. L. Pangalangan,
  • Charlotte V. Farewell,
  • Jini E. Puma

摘要

The early childcare education (ECE) workforce faces high demands and low resources, contributing to disproportionate rates of burnout and turnover. There is evidence that burnout and turnover intent in ECE teachers negatively impact the social-emotional development of the children in their care. This study aimed to investigate (1) if job demands were associated with perceived teacher-child conflict and closeness and (2) if resources at the individual-, organizational-, and community-level moderate the relationships between job demands and the quality of teacher-child relationships. The results supported that job demands were associated with teacher-child conflict. Individual-level resources were significantly associated with perceived teacher-child closeness (β = 0.18, p < .001) and there was a significant interaction between job demands and individual-level resources in predicting perceived teacher-child closeness (β = –0.21, p < .05). Individual resources, including modifiable traits such as psychological capital and self-efficacy, moderated the impact job demands have on the way ECE teachers perceived the relationships with the children in their care. This study provides practical implications for ECE professional development interventions, highlighting the importance of investing in individual-level resources.