Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.
Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.
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DOI：
10.1080/10409289.2015.1027624
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发表时间：
2015
影响因子：
2.9
通讯作者：
Blair C
中科院分区：
文献类型：
--
作者：
Sandilos LE;Cycyk LM;Hammer CS;Sawyer BE;López L;Blair C
本研究旨在探讨学前教师自我报告的抑郁症状、课堂控制知觉、学校气氛知觉与课堂质量的关系。样本包括美国东北部和东南部的59个城市幼儿园，为低收入和语言不同的学生提供服务。分层线性模型的结果显示，教师对抑郁症状的个人报告显著负向预测其教学支持和课堂组织的观察质量。这项研究的结果对增加教师获得心理健康支持的机会，以尽量减少抑郁症状，并可能提高课堂质量具有启示意义。
This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.