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Abstract
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This study used the Family and Child Experiences Survey, 2009 cohort, to explore the levels of depression among a nationally representative sample of Head Start teachers at the beginning and end of the preschool year.
RESULTS showed that one in three Head Start teachers reported some depression either in fall or spring, and that change in depression between fall and spring was commonplace. Characteristics of individuals (initial depression, Hispanic/Latino ethnicity), classrooms (class size, number of DLLs, average child prosocial skills), and the workplace (peer depression, curriculum support, positive workplace climate, number of employer-provided benefits) were linked to change in teacher depression. Moreover, reduced depression over the course of the year was uniquely predictive of children's gains in prosocial skills and declines in problem behaviors, as rated by teachers; however, no associations emerged between teacher depression and parent-rated child socioemotional outcomes. Overall, results undergird the importance of considering teacher depression as a dynamic construct in early education settings. In addition, findings highlight common method variance as a potential methodological challenge in this line of research for which future studies should carefully account.
Language: en |