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

DEPRESSION SYMPTOMS IN EARLY CHILDHOOD TEACHERS:DO PERSONALITY, SOCIAL SUPPORT, AND SCHOOL CLIMATE PLAY A ROLE?byJESSICA MCLAUGHLINDecember 2013Advisor: Dr. Rita J. CaseyMajor: PsychologyDegree: Doctor of Philosophy Depression among early childhood teachers has received little attention withinthe United States. For the present study, early childhood teachers were asked toparticipate in an online survey to investigate the rate of high depression symptomsamong teachers, and whether personality, social support, and school climate are relatedto teachers’ depression symptoms. Results showed that 32% of early childhoodteachers in the sample were high in depression symptoms, which is significantly higherthan rates of depression in the general population. Lower levels of neuroticism andhigher levels of extroversion were related to fewer depression symptoms. Perceivedsocial support from an administrator and other teachers’ openness were also related tofewer depression symptoms in early childhood teachers. The implications of thesefindings are important, such as effects teacher depression could have on teachingquality and students’ academic and psychosocial competence. Intervention options arealso suggested, especially given the amount of pressure and scrutiny currently beingplaced on teachers in the United States.