Depression Symptoms In Early Childhood Teachers: Do Personality, Social Support, And School Climate Play A Role?

<p>Depression among early childhood teachers has received little attention within the United States. For the present study, early childhood teachers were asked to participate in an online survey to investigate the rate of high depression symptoms among teachers, and whether personality, social support, and school climate are related to teachers' depression symptoms. Results showed that 32% of early childhood teachers in the sample were high in depression symptoms, which is significantly higher than rates of depression in the general population. Lower levels of neuroticism and higher levels of extroversion were related to fewer depression symptoms. Perceived social support from an administrator and other teachers' openness were also related to fewer depression symptoms in early childhood teachers. The implications of these findings are important, such as effects teacher depression could have on teaching quality and students' academic and psychosocial competence. Intervention options are also suggested, especially given the amount of pressure and scrutiny currently being placed on teachers in the United States.</p>

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Open Access Dissertation

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2013

Author dc:creator

• Mclaughlin, Jessica

Contributors dc:contributor

• Rita J. Casey

• Depression
• Early Childhood Teachers
• Personality
• School Climate
• Social Support
• Psychology

Repository record dc:identifier

https://digitalcommons.wayne.edu/oa_dissertations/847

OAI identifier oai:identifier

oai:digitalcommons.wayne.edu:oa_dissertations-1846