{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/2046"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/2046","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Understanding how stress impacts power dynamics between OCTs and RECEs in kindergarten classrooms","abstract":"Registered early childhood educators (RECEs) and Ontario certified teachers (OCTs) work together in kindergarten classrooms to support the needs of children between the ages of three and six. This study aimed to understand how stressors impacted power dynamics between OCTs and RECEs working in an educator team. Using a mixed-methods approach, an online demographic survey using Google Forms was administered using Facebook groups and LinkedIn. Eighty-six participants responded to the survey, forty-nine RECEs and thirty-seven OCTs. Participants’ responses were reviewed, and ten participants were recruited to engage in the online focus group meetings over Google Meets. Findings revealed that OCTs and RECEs found it beneficial to be working in an educator team, as it supported their collaboration. However, results also indicated that educators working in these teams experienced imposed barriers from the schools they worked in, which contributed to their work-related stressors and power dynamics. The imposed barriers enabled educators to also discuss and understand their own evolving identities while working in school boards across Ontario.","abstract_html":"Registered early childhood educators (RECEs) and Ontario certified teachers (OCTs) work together in kindergarten classrooms to support the needs of children between the ages of three and six. This study aimed to understand how stressors impacted power dynamics between OCTs and RECEs working in an educator team. Using a mixed-methods approach, an online demographic survey using Google Forms was administered using Facebook groups and LinkedIn. Eighty-six participants responded to the survey, forty-nine RECEs and thirty-seven OCTs. Participants’ responses were reviewed, and ten participants were recruited to engage in the online focus group meetings over Google Meets. Findings revealed that OCTs and RECEs found it beneficial to be working in an educator team, as it supported their collaboration. However, results also indicated that educators working in these teams experienced imposed barriers from the schools they worked in, which contributed to their work-related stressors and power dynamics. The imposed barriers enabled educators to also discuss and understand their own evolving identities while working in school boards across Ontario.","abstract_has_math":false,"creators":["Hassan, Sara"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Jacobs, Brenda"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-11-01","date_published":"2025-11-01","updated_at":"2026-07-24T05:35:22Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/2046","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Jacobs, Brenda"]},{"key":"dc:creator","label":"Author","values":["Hassan, Sara"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-01-20T15:59:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-11-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/2046"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Registered early childhood educators (RECEs) and Ontario certified teachers (OCTs) work together in kindergarten classrooms to support the needs of children between the ages of three and six. This study aimed to understand how stressors impacted power dynamics between OCTs and RECEs working in an educator team. Using a mixed-methods approach, an online demographic survey using Google Forms was administered using Facebook groups and LinkedIn. Eighty-six participants responded to the survey, forty-nine RECEs and thirty-seven OCTs. Participants’ responses were reviewed, and ten participants were recruited to engage in the online focus group meetings over Google Meets. Findings revealed that OCTs and RECEs found it beneficial to be working in an educator team, as it supported their collaboration. However, results also indicated that educators working in these teams experienced imposed barriers from the schools they worked in, which contributed to their work-related stressors and power dynamics. The imposed barriers enabled educators to also discuss and understand their own evolving identities while working in school boards across Ontario."]},{"key":"dc:title","label":"Title","values":["Understanding how stress impacts power dynamics between OCTs and RECEs in kindergarten classrooms"]}]}],"canonical_facts":{"dc:contributor.advisor":["Jacobs, Brenda"],"dc:creator":["Hassan, Sara"],"dc:date.accessioned":["2026-01-20T15:59:03Z"],"dc:date.issued":["2025-11-01"],"dc:description.abstract":["Registered early childhood educators (RECEs) and Ontario certified teachers (OCTs) work together in kindergarten classrooms to support the needs of children between the ages of three and six. This study aimed to understand how stressors impacted power dynamics between OCTs and RECEs working in an educator team. Using a mixed-methods approach, an online demographic survey using Google Forms was administered using Facebook groups and LinkedIn. Eighty-six participants responded to the survey, forty-nine RECEs and thirty-seven OCTs. Participants’ responses were reviewed, and ten participants were recruited to engage in the online focus group meetings over Google Meets. Findings revealed that OCTs and RECEs found it beneficial to be working in an educator team, as it supported their collaboration. However, results also indicated that educators working in these teams experienced imposed barriers from the schools they worked in, which contributed to their work-related stressors and power dynamics. The imposed barriers enabled educators to also discuss and understand their own evolving identities while working in school boards across Ontario."],"dc:identifier.uri":["https://hdl.handle.net/10155/2046"],"dc:language.iso":["en"],"dc:title":["Understanding how stress impacts power dynamics between OCTs and RECEs in kindergarten classrooms"],"dc:type":["Thesis"],"thesis:degree_discipline":["Education"],"thesis:degree_name":["Master of Arts (MA)"],"thesis:institution_name":["University of Ontario Institute of Technology"]},"updated_at":"2026-07-24T05:35:22Z"}