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<p>The importance of positive teacher-child relationships is well established, yet the role of teachers’ working conditions in shaping these relationships remains an underexplored factor in early care and education (ECE) settings. Using the Developmental Systems Theory and Job Demands-Resources (JD-R) framework, the purpose of this study was to examine associations among individual characteristics in ECE settings (i.e., teacher, classroom, program), working conditions, and teacher-child relationships, with a focus on work climate as a moderator between job demands and teacher-child relationships. Findings from 262 ECE teachers across 38 centers in the United States (U.S.) revealed that teaching experience and children’s age group were significantly associated with teacher-child relationships. Higher job demands were related to lower teacher-child closeness, while a positive work climate was associated with reduced teacher-child conflict. Notably, the work climate moderated the negative association between job demands and teacher-child conflict, indicating that a supportive work environment can help teachers maintain positive relationships with children. These findings underscore the importance of a positive work climate in ECE settings through policies and interventions that promote workplace support and collegiality, ultimately fostering high quality in teacher-child relationships.</p>

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Early Childhood Teachers’ Job Demands and Relationships with Children: The Moderating Role of Work Climate

  • 期刊论文

  • 发表日期：

    2025年8月22日

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  • Junghyun Min,
  • Weiyi Cheng,
  • Sun Geun Kim,
  • Kyong-Ah Kwon,
  • Timothy G. Ford,
  • Wonkyung Jang

摘要

The importance of positive teacher-child relationships is well established, yet the role of teachers’ working conditions in shaping these relationships remains an underexplored factor in early care and education (ECE) settings. Using the Developmental Systems Theory and Job Demands-Resources (JD-R) framework, the purpose of this study was to examine associations among individual characteristics in ECE settings (i.e., teacher, classroom, program), working conditions, and teacher-child relationships, with a focus on work climate as a moderator between job demands and teacher-child relationships. Findings from 262 ECE teachers across 38 centers in the United States (U.S.) revealed that teaching experience and children’s age group were significantly associated with teacher-child relationships. Higher job demands were related to lower teacher-child closeness, while a positive work climate was associated with reduced teacher-child conflict. Notably, the work climate moderated the negative association between job demands and teacher-child conflict, indicating that a supportive work environment can help teachers maintain positive relationships with children. These findings underscore the importance of a positive work climate in ECE settings through policies and interventions that promote workplace support and collegiality, ultimately fostering high quality in teacher-child relationships.