Directors' stress in day care centers: related factors and coping strategies
Why this work is in the frame
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Bibliographic record
Abstract
Purpose This study aims to explore what causes stress to day care center directors and what their coping strategies are. In addition, the study examined the extent to which directors experience work-related stress and burnout, and the factors associated with their work-related stress, engagement and recovery from work. Design/methodology/approach A mixed method approach was used. Findings The results showed that the main sources of directors' stress were connected to leading oneself, leading others, managing change and lack of social support. Moreover, the main coping strategies with stress were leading oneself, social support and leading others. In addition, both pre- and in-service leadership training played a significant role in the experience of stress. The nature of factors causing stress and coping strategies with stress may imply that directors need further support in self-management and developing their internal competences. Research limitations/implications The present study has limitations that need to be considered when making generalizations. First, a small sample size limits the generalization of the findings. Second, the study relied solely on one source of information, i.e. directors' self-reports. Third, data were collected only at one time point at the end of the year when stress levels might have accumulated. Finally, the study has been done in the Finnish educational context where day care center directors' job description varies depending on municipality. Practical implications The findings provide important information about the causes of directors' work-related stress as well as their coping strategies and about factors that might be related to those. Social implications Because directors' stress impact on children’s development and well-being through teachers' well-being, it is crucial to pay attention on directors' well-being and provide more support for them. Originality/value The current study is among the few ones focusing on the stress of directors at early childhood education (ECE) settings.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it