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Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement
Shannon T. Lipscomb, Kelly D. Chandler, Caitlyn Abshire, Jamie Jaramillo, Brianne H. Kothari
Oregon State University Cascades Oregon State University Oregon Social Learning Center
来源Early Childhood Education Journal
年份2021
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学术脉络
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社会科学Early Childhood Education and Development
Child and Adolescent Psychosocial and Emotional Development · Teacher Professional Development and Motivation
参考文献 71
Quality Measurement in Early Childhood Settings.
被引 294Martha Zaslow, Ivelisse Martinez-Beck, Kathryn Tout · 2011
Child care and child development: results from the NICHD study of early child care and youth development
被引 445Choice Reviews Online · 2005
此处列出前 3 条
引用本文 110
The well-being of head start teachers: a scoping literature review
被引 37Deborah Wilson, Corinne Plesko, Teresa Brockie · Journal of Early Childhood Teacher Education · 2022
Happy teachers are efficacious and committed, but not vice versa: Unraveling the longitudinal relationships between Hong Kong kindergarten teachers’ psychological well-being, self-efficacy, and commitment
被引 34Hongbiao Yin, Winnie Wing Yi Tam, Elaine Lau · Teaching and Teacher Education · 2022
Early Childhood Professionals’ Perspectives on Dealing with Trauma of Children
被引 19Emily Berger, Katelyn O’Donohue, Chinh La · School Mental Health · 2022
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