Skip to main content

Advertisement

SpringerLink
Log in

Children’s Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave

  • Published:
Early Childhood Education Journal Aims and scope Submit manuscript

Abstract

Using the nationally representative Head Start Family and Child Experiences Survey 2014 (FACES 2014), this study examined the associations of Head Start children’s behavioral challenges with teachers’ well-being (i.e., depressive symptoms, job commitment) and intent to leave, controlling for teacher characteristics. We sought to explore the direct and indirect associations of Head Start children’s behavioral challenges with teachers’ intent to leave, potentially mediated by teacher well-being. The results indicate that children’s behavioral challenges were not directly associated with Head Start teachers’ intent to leave. However, these behavioral challenges were indirectly associated with teachers’ intent to leave through their link to teachers’ depressive symptoms and commitment. This study provides insight for policy and practice as the field aims to build a healthy and sustainable workforce committed to a high-quality early care and education experience critical to children’s development.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Aikens, N., Tarullo, L., Hulsey, L., Ross, C., West, J., & Xue, Y. (2010). A year in the life of Head Start: Children, families, and programs. US Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation.

    Google Scholar 

  • Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006

    Article  Google Scholar 

  • Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A Multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12, 30–44. https://doi.org/10.1016/j.edurev.2014.05.003

    Article  Google Scholar 

  • American Psychiatric Association (APA). (2013). Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub.

    Book  Google Scholar 

  • Barnett, W. S. (2003). Low wages = low-quality: Solving the real preschool teacher crisis. NIEER Preschool Policy Matters (3). National Institute for Early Educational Research.

  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238–246. https://doi.org/10.1037/0033-2909.107.2.238

    Article  Google Scholar 

  • Borman, G. D., & Dowling, N. M. (2006). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational Research, 28, 25–48. https://doi.org/10.3102/0034654308321455

    Article  Google Scholar 

  • Brill, S., & McCartney, A. (2008). Stopping the revolving door: Increasing teacher retention. Politics & Policy, 36(5), 750–774. https://doi.org/10.1111/j.1747-1346.2008.00133.x

    Article  Google Scholar 

  • Bullough, R. V., Jr., Hall-Kenyon, K. M., & MacKay, K. L. (2012). Head Start teacher well-being: Implications for policy and practice. Early Childhood Education Journal, 40(6), 323–331.

    Article  Google Scholar 

  • Bullough, R. V., Jr., Hall-Kenyon, K. M., MacKay, K. L., & Marshall, E. E. (2014). Head Start and the intensification of teaching in early childhood education. Teaching and Teacher Education, 37, 55–63.

    Article  Google Scholar 

  • Browne, M. W., & Cudeck, R. (1993). Alternative ways of assessing model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136–162). Sage Publications.

    Google Scholar 

  • Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C. N. (2010). Emotional exhaustion, absenteeism, and turnover intentions in childcare teachers. Journal of Health Psychology, 15, 905–914. https://doi.org/10.1177/1359105309360697

    Article  Google Scholar 

  • Cassidy, D. J., Lower, J. K., Kintner-Duffy, V. L., Hegde, A. V., & Shim, J. (2011). The day- to-day reality of teacher turnover in preschool classrooms: An analysis of classroom context and teacher, director, and parent perspectives. Journal of Research in Childhood Education, 25(1), 1–23. https://doi.org/10.1080/02568543.2011.533118

    Article  Google Scholar 

  • Castle, S., Williamson, A. C., Young, E., Pearce, N., Laurin, D., & Stubblefield, J. (2016). Teacher-child interactions in Early Head Start classrooms: Associations with teacher characteristics. Early Education & Development, 27, 259–274.

  • Curbow, B., Spratt, K., Ungaretti, A., McDonnell, K., & Breckler, S. (2000). Development of the childcare worker job stress inventory. Early Childhood Research Quarterly, 15(4), 515–536.

    Article  Google Scholar 

  • De Schipper, E. J., Riksen-Walraven, J. M., Geurts, S. A. E., & de Weerth, C. (2009). Cortisol levels of providers in childcare centers as related to the quality of their caregiving. Early Childhood Research Quarterly, 24, 55–63. https://doi.org/10.1016/j.ecresq.2008.10.004

    Article  Google Scholar 

  • Duncan, T. E., Duncan, S. C., & Strycker, L. A. (2013). An introduction to latent variable growth curve modeling: Concepts, issues, and application. Routledge Academic.

    Book  Google Scholar 

  • Friedman, L. A. (1995). Student behavior patterns contributing to teacher burnout. Journal of Educational Research, 88, 281–289.

    Article  Google Scholar 

  • Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014). The role of classroom-level child behavioral challenges in predicting preschool teacher stress and classroom emotional climate. Early Education and Development, 25, 530–552.

    Article  Google Scholar 

  • Ford, T. G., Olsen, J. J., Khojasteh, J., Ware, J. K., & Urick, A. (2019). Effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave. Journal of Educational Administration, 57(6), 615–634.

  • Gartland, D., Riggs, E., Muyeen, S., Giallo, R., Afifi, T. O., MacMillan, H., Herrman, H., Bulford, E., & Brown, S. J. (2019). What factors are associated with resilient outcomes in children exposed to social adversity? A systematic review. BMJ Open, 9(4), e024870. https://doi.org/10.1136/bmjopen-2018-024870

    Article  Google Scholar 

  • Gilliam, W. S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. Foundation for Child Development.

    Google Scholar 

  • Grant, A. A., Jeon, L., & Buettner, C. K. (2019). Relating early childhood teachers’ working conditions and well-being to their turnover intentions. Educational Psychology, 39, 294–312. https://doi.org/10.1080/01443410.2018.1543856

    Article  Google Scholar 

  • Hall-Kenyon, K. M., Bullough, R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool teacher well-being: A review of the literature. Early Childhood Education Journal, 42, 153–162.

    Article  Google Scholar 

  • Hamre, B. K., & Pianta, R. C. (2004). Self-reported depression in nonfamilial providers: Prevalence and associations with caregiver behavior in child-care settings. Early Childhood Research Quarterly, 19(2), 297–318.

    Article  Google Scholar 

  • Hamre, B. K., Pianta, R. C., Downer, J. T., & Mashburn, A. J. (2008). Teachers’ perceptions of conflict with young students: Looking beyond problem behaviors. Social Development, 17, 115–136.

    Google Scholar 

  • Hastings, R. P., & Bham, M. S. (2003). The relationship between student behaviour and patterns and teacher burnout. School Psychology International, 24, 115–127. https://doi.org/10.1177/0143034303024001905

    Article  Google Scholar 

  • Hatton-Bowers, H., Howell Smith, M., Huynh, T., Bash, K., Durden, T., Anthony, C., Foged, J., & Lodl, K. (2019). “I will be less judgmental, more kind, more aware, and resilient!”: Early childhood professionals’ learnings from an online mindfulness module. Early Childhood Education Journal, 48(3), 379–391. https://doi.org/10.1007/s10643-019-01007-6

    Article  Google Scholar 

  • Hindman, A. H., & Bustamante, A. S. (2019). Teacher depression as a dynamic variable: Exploring the nature and predictors of change over the head start year. Journal of Applied Developmental Psychology, 61, 43–55. https://doi.org/10.1016/j.appdev.2018.09.004

    Article  Google Scholar 

  • Holochwost, S. J., DeMott, K., Buell, M., Yannetta, K., & Amsden, D. (2009). Retention of staff in the early childhood education workforce. Child & Youth Care Forum, 38, 227–237.

    Article  Google Scholar 

  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6, 1–55. https://doi.org/10.1080/10705519909540118

    Article  Google Scholar 

  • Hughes, G. D. (2012). Teacher retention: Teacher characteristics, school characteristics, organizational characteristics, and teacher efficacy. The Journal of Educational Research, 105, 245–255. https://doi.org/10.1080/00220671.2011.584922

    Article  Google Scholar 

  • Ingersoll, R. M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38, 499–534. https://doi.org/10.3102/00028312038003499

    Article  Google Scholar 

  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. https://www.jstor.org/stable/40071173

  • Jeon, L., & Wells, M. B. (2018). An organizational-level analysis of early childhood teachers’ job attitudes: Workplace satisfaction affects Early Head Start and Head Start teacher turnover. Child & Youth Care Forum, 47, 563–581.

    Article  Google Scholar 

  • Jeon, L., Buettner, C. K., & Snyder, A. R. (2014). Pathways from teacher depression and child-care quality to child behavioral problems. Journal of Consulting and Clinical Psychology, 82(2), 225–235. https://doi.org/10.1037/a0035720

    Article  Google Scholar 

  • Jeon, L., Buettner, C. K., & Grant, A. A. (2018). Early childhood teachers’ psychological well-being: Exploring potential predictors of depression, stress, and emotional exhaustion. Early Education and Development, 29, 53–69. https://doi.org/10.1080/10409289.2017.1341806

    Article  Google Scholar 

  • Kersaint, G., Lewis, J., Potter, R., & Meisels, G. (2007). Why teachers leave: Factors that influence retention and resignation. Teaching and Teacher Education, 23, 775–794.

    Article  Google Scholar 

  • Klein, A. K., Carlson, B. L., Aikens, N., Bloomenthal, A., West, J., Malone, L., Moiduddin, E., Heepburn, M., Skidmore, S., Bernstein, S., Kelly, A., Hurwitz, F., & Lim, G. (2017). Head Start Family and Child Experiences Survey (FACES 2014): User’s manual. U. S. Department of Health and Human Services.

  • Kwon, K. & Malek, A. (2018). The high quality of early childhood education workforce, Community Action Project (CAP) Tulsa, Tulsa, OK.

  • Kwon, K., Jeon, S. Jeon, L., & Castle, S. (2019). The role of teachers’ depressive symptoms in classroom quality and children’s developmental outcomes in Early Head Start programs, Learning and Individual Differences, 74, 101748.

  • Kwon, K., Malek, A., Horm, D., & Castle, S. (2020). Turnover and retention of infant-toddler teachers: Reasons, consequences, and implications for practice and policy. Children and Youth Services Review, 115 (C).

  • Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35. https://doi.org/10.1080/0013191012003362-8

    Article  Google Scholar 

  • Li-Grining, C., Raver, C. C., Champion, K., Sardin, L., Metzger, M., & Jones, S. M. (2010). Understanding and improving classroom emotional climate and behavior management in the “real world”: The role of Head Start teachers’ psychosocial stressors. Early Education and Development, 21, 65–94. https://doi.org/10.1080/10409280902783509

    Article  Google Scholar 

  • LiBetti, A., & Mead, S. (2019). Leading by exemplar: Lessons from Head Start programs. Bellwether Education Partners. https://bellwethereducation.org/publication/leading-exemplar-lessons-head-start-programs

  • Linnan, L., Arandia, G., Bateman, L. A., Vaughn, A., Smith, N., & Ward, D. (2017). The health and working conditions of women employed in child care. International Journal of Environmental Research and Public Health, 14, 283.

    Article  Google Scholar 

  • Manlove, E. E., & Guzell, J. R. (1997). Intention to leave, anticipated reasons for leaving, and 12-month turnover of child care center staff. Early Childhood Research Quarterly, 12, 145–167.

    Article  Google Scholar 

  • Mashburn, A. J., & Pianta, R. C. (2006). Social relationships and school readiness. Early Education and Development, 17, 151–176. https://doi.org/10.1207/s15566935eed1701_7

    Article  Google Scholar 

  • Miller, J. A., & Bogatova, T. (2009). Quality improvements in the early care and education workforce: Outcomes and impact of the T.E.A.C.H. early childhood project. Evaluation and Program Planning, 32(3), 257–277. https://doi.org/10.1016/j.evalproglan.2009.02.001

    Article  Google Scholar 

  • Moriarty, V., Edmonds, S., Blatchford, P., & Martin, C. (2001). Teaching young children: Perceived satisfaction and stress. Educational Research, 43, 33–46. https://doi.org/10.1080/00131880010021276

    Article  Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (2012). Mplus: Statistical analysis with latent variables user’s guide (8th ed.). Muthén & Muthén.

    Google Scholar 

  • National Head Start Association. (2019). National Head Start fact sheets. https://www.nhsa.org/national-head-start-fact-sheets/

  • National Research Council. (2012). The early childhood care and education workforce; Challenges and opportunities: A workshop report. National Academies Press.

    Google Scholar 

  • National Survey of Early Care and Education Project Team. (2013). Number and Characteristics of Early Care and Education (ECE) Teachers and Caregivers: Initial Findings from the National Survey of Early Care and Education (NSECE). OPRE Report #2013-38. Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

  • Office of Head Start. (2000). Head Start Program performance standards and other regulations. U.S. Dept. of Health and Human Services, Administration for Children and Families, Head Start Bureau.

    Google Scholar 

  • Office of Head Start. (2020). Head Start Early Learning Outcomes Framework. https://eclkc.ohs.acf.hhs.gov/school-readiness/article/head-start-early-learning-outcomes-framework

  • Olson, L. (2002). Starting early. Education Week, 17, 10–22.

    Google Scholar 

  • Otten, J. J., Bradford, V. A., Stover, B., Hill, H. D., Osborne, C., Getts, K., & Seixas, N. (2019). The culture of health in early care and education: Worker wages, health, and job characteristics. Health Affairs, 38(5), 709–720. https://doi.org/10.1377/hlthaff.2018.05493

    Article  Google Scholar 

  • Pino, M. J., Herruzo, J., & Herruzo, C. (2019). A New Intervention Procedure for Improving Classroom Behavior of Neglected Children: Say Do Say Correspondence Training. International Journal of Environmental Research and Public Health, 16(15), 2688. https://doi.org/10.3390/ijerph16152688

  • Puma, M., Bell, S., Cook, R., & Heid, C. (2010). Head Start Impact Study: Technical report by Administration for Children and Families, Office of Planning, Research and Evaluation. https://www.acf.hhs.gov/sites/default/files/opre/hs_impact_study_tech_rpt.pdf

  • Radloff, L. S. (1977). The CES-D scale: A self-report depression scale for research in the general population. Applied Psychological Measurement, 1(3), 385–401. https://doi.org/10.1177/014662167700100306

    Article  Google Scholar 

  • Raver, C. C., Blair, C., & Li-Grining, C. P. (2012). Extending models of emotional self-regulation to classroom settings: Implications for professional development. In C. Howes, B. Hamre, & R. Pianta (Eds.), Effective early childhood professional development: Improving teacher practice and child outcomes (pp. 113–130). Brookes.

    Google Scholar 

  • Roberts, A., LoCasale-Crouch, J., Hamre, B., & DeCoster, J. (2016). Exploring teachers’ depressive symptoms, interaction quality, and children’s social-emotional development in Head Start. Early Education and Development, 27(5), 642–654.

    Article  Google Scholar 

  • Roberts, A. M., Gallagher, K. C., Sarver, S. L., & Daro, A. M. (2018). Early childhood teacher turnover in Nebraska by Research Brief. Buffet Early Childhood Institute. https://bit.ly/2JSKcL0

  • Russell, E. M., Williams, S. W., & Gleason-Gomez, C. (2010). Teachers’ perceptions of administrative support and antecedents of turnover. Journal of Research in Childhood Education, 24, 195–208. https://doi.org/10.1080/02568543.2010.487397

    Article  Google Scholar 

  • Sahbaz, U., & Koyuturk, N. (2017). A comparison of burnout levels of preschool teachers in terms of having integration students in their classes or not. Educational Research and Reviews, 12(6), 350–355.

    Google Scholar 

  • Schaack, D. D., Le, V., & Stedron, J. (2020). When fulfillment is not enough: Early childhood teacher occupational burnout and turnover intentions from a Job Demands and Resources perspective. Early Education and Development, 31, 1011–1030. https://doi.org/10.1080/10409289.2020.1791648

    Article  Google Scholar 

  • Silva, K. M., Spinrad, T. L., Eisenberg, N., Sulik, M. J., Valiente, C., Huerta, S., Edwards, A., Eggum, N. D., Kupfer, A. S., Lonigan, C. J., Phillips, B. M., Wilson, S. B., Clancy-Menchetti, J., Landry, S. H., Swank, P. R., Assel, M. A., Taylor, H. B., & School Readiness Consortium (2011). Relations of children’s effortful control and teacher–child relationship quality to school attitudes in a low-income sample. Early Education and Development, 22(3), 434–460. https://doi.org/10.1080/10409289.2011.578046

    Article  Google Scholar 

  • Stamm, B. H. (2002). Measuring compassion satisfaction as well as fatigue: Developmental history of the Compassion Satisfaction and Fatigue Test. In C. R. Figley (Ed.), Treating compassion fatigue (pp. 107–122). Brunner Routledge.

    Google Scholar 

  • Sumsion, J. (2002). Becoming, being and unbecoming an early childhood educator: A phenomenological case study of teacher attrition. Teaching and Teacher Education, 18, 869–885.

    Article  Google Scholar 

  • Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Learning Policy Institute. https://learningpolicyinstitute.org/product/coming-crisis-teaching

  • Totenhagen, C. J., Hawkins, S. A., Casper, D. A., Bosch, L. A., Hawkey, K. R., & Borden, L. M. (2016). Retaining early childhood education workers: A review of the empirical literature. Journal of Research in Childhood Education, 30(4), 585–599.

    Article  Google Scholar 

  • Torquati, J. C., Raikes, H., & Huddleston-Casas, C. A. (2007). Teacher education, motivation, compensation, workplace support, and links to quality of center-based child care and teachers’ intention to stay in the early childhood profession. Early Childhood Research Quarterly, 22, 261–275. https://doi.org/10.1016/j.ecresq.2007.03.004

    Article  Google Scholar 

  • Tran, H., & Winsler, A. (2011). Teacher and center stability and school readiness among low-income, ethnically diverse children in subsidized, center-based child care. Children and Youth Services Review, 33, 2241–2252. https://doi.org/10.1016/j.childyouth.2011.07.008

    Article  Google Scholar 

  • U.S. Department of Health and Human Services. (2000). Report of the Surgeon’s General’s Conference on Children’s Mental Health: A national action agenda. http://www.surgeongeneral.gov/topics/cmh/childreport.html

  • Wagner, S. L., Forer, B., Cepeda, I. L., Goelman, H., Maggi, S., D’Angiulli, A., Wessel, J., Hertzman, C., & Grunau, R. E. (2013). Perceived stress and Canadian early childcare educators. Child Youth Care Forum, 42, 53–70. https://doi.org/10.1007/s10566-012-9187-5

    Article  Google Scholar 

  • Weaver, R. H. (2002). Predictors of quality and commitment in family child care: Provider education, personal resources, and support. Early Education and Development, 13, 265–282. https://doi.org/10.1207/s15566935eed1303_2

    Article  Google Scholar 

  • Wells, M. B. (2015). Predicting preschool retention and turnover in newly hired Head Start teachers across the first half of the school year. Early Childhood Research Quarterly, 30, 152–159. https://doi.org/10.1016/j.ecresq.2014.10.003

    Article  Google Scholar 

  • West, A. L., Berlin, L. J., & Jones Harden, B. J. (2018). Occupational stress and well-being among Early Head Start home visitors: A mixed methods study. Early Childhood Research Quarterly, 44, 288–303.

    Article  Google Scholar 

  • Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. (2013). The physical and mental health of Head Start staff: The Pennsylvania Head Start staff wellness survey, 2012. Preventing Chronic Disease, 10, 181. https://doi.org/10.5888/pcd10.130171

    Article  Google Scholar 

  • Whitaker, R. C., Dearth-Wesley, T., & Gooze, R. A. (2015). Workplace stress and the quality of teacher–children relationships in Head Start. Early Childhood Research Quarterly, 30, 57–69. https://doi.org/10.1016/j.ecresq.2014.08.008

    Article  Google Scholar 

  • Whitebook, M., & Sakai, L. (2003). Turnover begets turnover: An examination of job and occupational instability among child care center staff. Early Childhood Research Quarterly, 18, 273–293. https://doi.org/10.1016/S0885-2006(03)00040-1

    Article  Google Scholar 

  • Whitebook, M., McLean, C., & Austin, L. J. E. (2016). Early Childhood Workforce Index 2016 by Center for the Study of Child Care Employment. https://cscce.berkeley.edu/files/2016/Early-Childhood-Workforce-Index-2016.pdf

  • Whitebook, M., McLean, C., Austin, L. J. E., & Edwards, B. (2018). Early childhood workforce index—2018. Center for the Study of Child Care Employment, University of California, Berkeley. http://cscce.berkeley.edu/topic/early-childhood-workforce-index/2018/

  • Williford, A. P., LoCasale-Crouch, J., Whittaker, J. V., DeCoster, J., Hartz, K. A., Carter, L. M., Wolcott, C. S., & Hatfield, B. E. (2017). Changing teacher–child dyadic interactions to improve preschool children’s externalizing behaviors. Child Development, 88(5), 1544–1553. https://doi.org/10.1111/cdev.12703

    Article  Google Scholar 

  • Zhai, F., Raver, C. C., & Li-Grining, C. (2011). Classroom-based interventions and teachers’ perceived job stressors and confidence: Evidence from a randomized trial in Head Start settings. Early Childhood Research Quarterly, 26(4), 442–452. https://doi.org/10.1016/j.ecresq.2011.03.003

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Instructional Leadership and Academic Curriculum, Jeannine Rainbolt College of Education, University of Oklahoma, Norman, USA

    Kyong-Ah Kwon

  2. Early Childhood Education Institute, University of Oklahoma, Tulsa, USA

    Shinyoung Jeon & Sherri Castle

  3. Educational Leadership and Policy Studies, Jeannine Rainbolt College of Education, University of Oklahoma, Tulsa, USA

    Timothy G. Ford

Authors
  1. Kyong-Ah Kwon
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Shinyoung Jeon
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Sherri Castle
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Timothy G. Ford
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kyong-Ah Kwon.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Kwon, KA., Jeon, S., Castle, S. et al. Children’s Behavioral Challenges in Head Start Classrooms: Links to Teacher Well-Being and Intent to Leave. Early Childhood Educ J 50, 1221–1232 (2022). https://doi.org/10.1007/s10643-021-01253-7

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10643-021-01253-7

Keywords

Search

Navigation