Teacher Structure and Child Care Quality in Preschool Classrooms

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Deborah J. Cassidy, Professor (Creator)
Linda L. Hestenes, Associate Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The present study examined the relationships between teacher structure, teacher behaviors, and child care quality. Participants included 72 female teachers from 44 preschool classrooms. Both a global measure of quality and a measure of teacher-child interaction were utilized. Results showed that a co-teacher structure was associated with higher quality child care and more positive teacher behaviors than a hierarchical two-teacher structure or a single-teacher structure. Comparisons between lead and assistant teachers in a hierarchical structure also revealed that teacher behaviors of lead teachers and assistant teachers were very similar, although their education levels were significantly different. Lower ratios and smaller group size were associated with more positive teacher behaviors. Implications for professionals and future research areas are discussed.

Additional Information

Language: English
Date: 2004
Education, Early Childhood, Teacher Structure, Preschool, Child Care

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