Early Educators’ Collective Workplace Stress as a Predictor of Professional Development’s Impacts on Children’s Development

Emily C. Hanno*, Dana C. McCoy, Terri J. Sabol, Kathryn E. Gonzalez

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive functioning, and learning behaviors. Within a sample of 406 children from the National Center for Research on Early Childhood Education Professional Development Study (Mage = 4.17; 50% female; 50% Black, 32% Latinx, 11% White), professional development positively impacted child outcomes in centers where educators collectively reported high workplace stress but negatively impacted child outcomes in centers where educators collectively reported low workplace stress.

Original languageEnglish (US)
Pages (from-to)833-843
Number of pages11
JournalChild development
Volume92
Issue number3
DOIs
StatePublished - May 1 2021

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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