Presenter(s)

• Hunter Cochran, Student, University of Georgia Department of Educational Psychology

Abstract

This study analyzed the relationship between early childhood (EC) teacher stress, burnout, and self-care activities. Previous research has found EC teacher stress to be high, particularly increasing since the COVID-19 pandemic. Results indicated that EC teachers are reporting higher levels of stress since the pandemic. Burnout and the number of self-care activities engaged in are associated with EC teacher stress levels. The relationship between stress mindset, the number of challenges reported, and stress was not significant. This study expands previous findings by highlighting the large number of potential resources that EC teachers identify as being used to cope with stress.