[PDF] Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students | Semantic Scholar (2024)

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277 Citations 48 References Related Papers

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@article{Jennings2015EarlyCT, title={Early Childhood Teachers’ Well-Being, Mindfulness, and Self-Compassion in Relation to Classroom Quality and Attitudes Towards Challenging Students}, author={Patricia A. Jennings}, journal={Mindfulness}, year={2015}, volume={6}, pages={732-743}, url={https://api.semanticscholar.org/CorpusID:51901002}}
  • Patricia A. Jennings
  • Published 31 July 2015
  • Education, Psychology
  • Mindfulness

Early childhood teachers are instrumental in creating socially and emotionally supportive learning environments for young children. However, there is a paucity of research examining teachers’ psychosocial characteristics in relation to the dimensions of quality learning environments. Furthermore, little is known about the relationship between teachers’ psychosocial characteristics and their attitudes about children whose behavior they find challenging. The present study examined data from 35…

277 Citations

Highly Influential Citations

21

Background Citations

114

Methods Citations

4

Results Citations

16

277 Citations

Early Childhood Teachers’ Psychological Well-Being: Exploring Potential Predictors of Depression, Stress, and Emotional Exhaustion
    L. JeonCynthia K. BuettnerAshley A. Grant

    Education, Psychology

  • 2018

ABSTRACT Research Findings: Early childhood teachers’ psychological well-being influences the nurturing and learning classroom climate in early care and education as well as children’s development.…

  • 136
Preschool Teachers’ Mindfulness and Children’s Social, Emotional, and Behavioral Functioning

Early childhood educators play a significant role in creating social and emotional learning environments for children. Therefore, it is important that early childhood educators stay mindful to…

  • 3
Teachers' dispositional mindfulness and the quality of their relationships with children in Head Start classrooms.
    Brandon D. BeckerKathleen C. GallagherR. Whitaker

    Education, Psychology

    Journal of school psychology

  • 2017
  • 62
  • PDF
Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions
    Summer S. BraunR. RoeserAndrew J. MashburnE. Skinner

    Education, Psychology

    Mindfulness

  • 2018

Building upon contemporary models of teaching that suggest that teachers’ own well-being is related to their classroom practice and student outcomes, we examined whether middle school teachers’…

  • 90
  • Highly Influenced
  • PDF
Supporting Socio-emotional Competence and Psychological Well-Being of School Psychologists Through Mindfulness Practice
    Uma Alahari

    Psychology, Education

  • 2017

The development of effective emotional regulation is critical to the success of educational professionals in a variety of settings. These skills are particularly important for school psychologists…

  • 6
Supporting Socio-emotional Competence and Psychological Well-Being of School Psychologists Through Mindfulness Practice
    Uma Alahari

    Psychology, Education

    Contemporary School Psychology

  • 2017

The development of effective emotional regulation is critical to the success of educational professionals in a variety of settings. These skills are particularly important for school psychologists…

Social Emotional Learning for Teachers (SELF-T): A Short-term, Online Intervention to Increase Early Childhood Educators’ Resilience
    Sarah N. LangL. JeonEliza B. SproatBrennan E. BrothersCynthia K. Buettner

    Education, Psychology

  • 2020

ABSTRACT Early childhood teachers’ social emotional well-being is important for their quality of life, and is associated with their classroom practices, their relationships with children, and with…

  • 27
How are Preservice Early Childhood Professionals’ Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?
    E. A. VirmaniHolly Hatton-Bowers C. Vallotton

    Education, Psychology

  • 2020

ABSTRACT Although the social-emotional competence of preservice early childhood professionals (ECPs) has been associated with the quality of their interactions with young children, there is limited…

  • 5
Protective Effects of Interpersonal Mindfulness for Teachers’ Emotional Supportiveness in the Classroom
    Lauren Molloy ElredaPatricia A. JenningsAnthony A. DeMauroPolina P. MischenkoJoshua L. Brown

    Education, Psychology

    Mindfulness

  • 2018

Past research has demonstrated that mindfulness can protect against the negative effects of stress and ambition on teachers’ burnout. The present study examines whether the protective effects of…

Protective Effects of Interpersonal Mindfulness for Teachers’ Emotional Supportiveness in the Classroom
    Lauren Molloy ElredaPatricia A. JenningsAnthony A. DeMauroPolina P. MischenkoJoshua L. Brown

    Education, Psychology

    Mindfulness

  • 2018

Past research has demonstrated that mindfulness can protect against the negative effects of stress and ambition on teachers’ burnout. The present study examines whether the protective effects of…

  • 32

...

...

48 References

Mindfulness training effects for parents and educators of children with special needs.
    R. BennT. AkivaS. ArelR. Roeser

    Education, Psychology

    Developmental psychology

  • 2012

Mindfulness changes at program completion mediated outcomes at follow-up, suggesting its importance in maintaining emotional balance and facilitating well-being in parents and teachers of children with developmental challenges.

  • 328
Teachers' Narratives About Their Relationships With Children: Associations With Behavior in Classrooms
    Megan W. StuhlmanR. Pianta

    Education, Psychology

  • 2002

Abstract Teachers' narratives concerning their relationships with children were elicited through semistructured interviews and examined in relation to teachers' characteristics and observations of…

  • 220
Korean early childhood educators' multi-dimensional teacher self-efficacy and ECE center climate and depression severity in teachers as contributing factors
    Y. KimYang-Eun Kim

    Education, Psychology

  • 2010
  • 56
Teachers' Perceptions of Conflict with Young Students: Looking beyond Problem Behaviors
    B. HamreR. PiantaJ. DownerAndrew J. Mashburn

    Education, Psychology

  • 2007

Teachers' judgments of relational conflict are unique indicators of children's academic and social adjustment. Using a large, hierarchically nested sample of preschoolers (N=2282) and teachers (N=…

  • 352
An examination of self-compassion in relation to positive psychological functioning and personality traits
    K. NeffS. RudeK. L. Kirkpatrick

    Psychology

  • 2007
  • 1,137
  • PDF
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
    Patricia A. JenningsM. Greenberg

    Education, Psychology

  • 2009

The authors propose a model of the prosocial classroom that highlights the importance of teachers’ social and emotional competence (SEC) and well-being in the development and maintenance of…

  • 2,491
  • Highly Influential
  • PDF
Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice
    R. RoeserE. SkinnerJeffry BeersPatricia A. Jennings

    Education, Psychology

  • 2012

This article focuses on how mindfulness training (MT) programs for teachers, by cultivating mindfulness and its application to stress management and the social-emotional demands of teaching,…

  • 411
  • PDF
The benefits of being present: mindfulness and its role in psychological well-being.
    K. BrownR. Ryan

    Psychology

    Journal of personality and social psychology

  • 2003

Correlational, quasi-experimental, and laboratory studies show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced self-awareness.

  • 10,980
  • PDF
Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation
    Costas N. TsouloupasR. CarsonRussell A. MatthewsMatthew J. GrawitchLarissa K. Barber

    Education, Psychology

  • 2010

The purpose of this study is to examine the relationship between teachers’ perceived student misbehaviour and emotional exhaustion, and the role of teacher efficacy beliefs (related to handling…

  • 396
  • PDF
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.
    R. RoeserK. Schonert-Reichl J. Harrison

    Education, Psychology

  • 2013

The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers’ occupational stress and burnout were examined…

  • 628
  • PDF

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