Access Type
Open Access Dissertation
Date of Award
January 2013
Degree Type
Dissertation
Degree Name
Ph.D.
Department
Psychology
First Advisor
Rita J. Casey
Abstract
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.
Recommended Citation
Mclaughlin, Jessica, "Depression Symptoms In Early Childhood Teachers: Do Personality, Social Support, And School Climate Play A Role?" (2013). Wayne State University Dissertations. 847.
https://digitalcommons.wayne.edu/oa_dissertations/847