Parents’ and teachers’ evaluation of childcare quality: Relation to their stress and where they live

Watanabe, N (Naomi)¹, Kawasaki, N (Nobuki)², Kobayashi, T (Tessei)^1
1NTT Communication Science Laboratories
²Kansai University

 

Submission type

Oral only

Scheduled

Room 116, 11-07-2019, 13:30 - 15:00

Keywords

childcare quality, parenting stress, work stress, preschool, teacher, parent

Summary

To improve childcare quality, it is crucial to hear the voice of people involved in childcare services, including parents and teachers (Hayashi, 2014). In so doing, possible factors influencing their voice should be taken into consideration. This study investigated Japanese parents’ and teachers’ evaluation of childcare quality, in relation to their parenting/work stress and where they live. 309 parents of preschoolers and 309 teachers completed a childcare quality rating scale and a parenting/work stress questionnaire. The preliminary results show that several aspects of childcare quality rated by the parents were negatively correlated to their parental stress (r = -.11 to -.22, p < .01) but positively correlated to social support they receive (r = .13 to .31, p < .05). For teachers, there were negative relations between aspects of childcare quality and their work stress, especially stress due to interpersonal relationships, under payment, and disagreement with their childcare center (r = -.12 to -.40, p < .05). Some of these relations were stronger in the region where availability of childcare services is limited. These findings indicate that parenting/work stress and where they live may influence what parents and teachers seek in childcare quality and how they evaluate the quality.    

Auteurs