Depression,Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms |
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| Authors: | Lia E. Sandilos Lauren M. Cycyk Carol Scheffner Hammer Brook E. Sawyer Lisa López Clancy Blair |
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| Affiliation: | 1. Center for Advanced Study of Teaching and Learning (CASTL), University of Virginiales2h@virginia.edu;3. Department of Communication Science, Temple University;4. Department of Instructional Technology and Teacher Education, Lehigh University;5. Department of Educational Psychology, University of South Florida;6. Department of Applied Psychology, New York University |
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| Abstract: | Research Findings: 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. Practice or Policy: 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. |
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