A supervisor-supervisee relationship that pays attention to the influence of relationships on other relationships, the parallel process, and empowers the supervisee to discover solutions/concepts through consciously using strategies that include active listening and waiting (Zero to Three).
Published in Chapter:
For Teachers to Care Well, They Must Be Well
Angela C. Baum (University of South Carolina, USA), Kerrie L. Schnake (University of South Carolina, USA), and Angela Moreland (Medical University of South Carolina, USA)
Copyright: © 2022
|Pages: 20
DOI: 10.4018/978-1-7998-8649-5.ch021
Abstract
Teaching is often described as one of the most stressful occupations, contributing to the high rates of turnover and burnout afflicting the field. Early childhood teachers, especially those who teach outside of the public school system at the pre-kindergarten level, are at particular risk for a low sense of well-being. With a focus on teachers of children from birth to age 5, this chapter defines teacher well-being, identifies influences on teacher well-being, and discusses ways in which a teacher's well-being impacts the young children in their classroom. In addition, the authors describe a preschool teacher well-being initiative that is currently being implemented in South Carolina, the Be Well Care Well project. This chapter includes a detailed description of the Be Well Care Well model, shares initial program evaluation and impact data, and provides recommendations based on the implementation of the project thus far. Future directions for policy, practice, and research are discussed.