Journal article
Resilience in Early Head Start: The changing role of teacher well-being and structural features in interaction quality across the COVID-19 divide
Teaching and teacher education, v 172, 105376
Apr 2026
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Abstract
This study investigates how teacher well-being and structural features in Early Head Start settings shape teacher–child interaction quality across the pre-pandemic (2018) and mid-pandemic (2022) periods. We examine organizational climate and depression as indicators of well-being, along with structural features including teacher-child ratio, professional development plan use, and educational level. Results showed that from 2018 to 2022, teachers' perceived cohesion, communication, and satisfaction declined, while stress increased. Support for cognitive development and the teacher-child ratio both decreased, whereas teachers' support for social-emotional development increased, suggesting a behavioral expression of resilience in this domain. Teachers' higher educational level predicted higher social-emotional support during the pandemic, highlighting teacher education as a potential source of resilience. These findings underscore the importance of strengthening teachers’ educational qualifications and enhancing teacher well-being to sustain high-quality interactions during crises.
•After COVID-19, teacher cohesion, communication, and satisfaction declined.•Teachers' stress increased following the pandemic.•Teachers' support for social-emotional development increased, suggesting resilience.•Lower teacher–child ratio predicted higher social-emotional support.•Teachers' educational level emerged as a potential protective factor under stress.
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Details
- Title
- Resilience in Early Head Start: The changing role of teacher well-being and structural features in interaction quality across the COVID-19 divide
- Creators
- Ji Young Lee (Corresponding Author) - Drexel UniversityEm Clark - Drexel UniversityCynthia A. Wiltshire - The University of Texas at El PasoMichael J. Haslip - Drexel University
- Publication Details
- Teaching and teacher education, v 172, 105376
- Publisher
- Elsevier
- Number of pages
- 11
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- School of Education
- Web of Science ID
- WOS:001664920500001
- Other Identifier
- 991022153554704721