Citation

Cassidy DJ, King EK, Wang YC, Lower JK, Kintner-Duffy VL. Early Child Dev. Care 2016; 187(11): 1666-1678.

Copyright

(Copyright © 2016, Informa - Taylor and Francis Group)

DOI

10.1080/03004430.2016.1180516

PMID

unavailable

Abstract

The current study examines the professional well-being of teachers, the classroom emotional support, and the emotional experiences of toddlers in their care. Professional well-being of teachers is conceptualized to include teacher feelings about their work, autonomy in decision-making, actual wages, and perceptions of fairness of wages within the programme as well as within the early childhood profession at large. The study empirically supports relationships among teacher professional well-being, classroom emotional support, and the emotional expressions and behaviours of toddlers. Early childhood policy implications regarding teacher professional well-being and toddler classroom emotional environments are discussed.

Language: en