Depressive and anxiety symptoms in early childhood education teachers: Relations to professional well-being and absenteeism.

Journal: Early childhood research quarterly

Volume: 55

Issue: 

Year of Publication: 

Affiliated Institutions:  Population Studies Center, University of Pennsylvania, Locust Walk, Philadelphia, PA USA. Graduate School of Education, University of Pennsylvania, Walnut Street, Philadelphia, PA USA.

Abstract summary 

This study investigated how early childhood education teachers' (N = 444) depressive and anxiety symptoms predicted their professional well-being outcomes and absenteeism over the course of one school year in Ghana. Higher anxiety and depressive symptoms predicted lower job motivation and job satisfaction and higher levels of emotional exhaustion at the end of the school year. Increased depressive symptoms were further associated with more days absent over the course of the school year. Findings point to the importance of considering teachers' mental health for early educational quality. Implications for policy and practice are discussed.

Authors & Co-authors:  Peele Morgan M Wolf Sharon S

Study Outcome 

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Statistics
Citations :  Abayasekara A, & Arunatilake N. (2018). School-level resource allocation and education outcomes in Sri Lanka. International Journal of Educational Development, 61, 127–141.
Authors :  2
Identifiers
Doi : 10.1016/j.ecresq.2020.11.008
SSN : 0885-2006
Study Population
Male,Female
Mesh Terms
Other Terms
Ghana;early childhood education;mental health;pre-primary;teacher professional development
Study Design
Cross Sectional Study
Study Approach
Country of Study
Ghana
Publication Country
United States