Head Start (HS) teachers are central to providing constructive adult–child interactions that prepare preschool-age students for school and future successes. This qualitative study included interviews with teachers and explored teachers’ perceptions of organization and teacher well-being related to improving student outcomes. Understanding the HS teacher setting will help educators and administrators transform early childhood educational experiences for the better. Findings demonstrate barriers to delivering high-quality, adult–child interactions on a consistent basis in the classroom. These barriers include having two rather than three teachers in the classroom and facing three annual Desired Results Developmental Profile child assessments rather than the state-required two. Lack of access to high-quality and effective professional development was also not conducive to continuous learning. Organizations must give teachers opportunities to attend effective training on an ongoing basis to increase the sustainability of HS and to improve teachers’ experiences. Finally, teachers in organizations that promoted teacher involvement in leadership teams had a more positive perspective on their value in decision making and within the organization. Teachers who advocate for themselves in leadership settings develop buy-in when it comes to decision making and ensuring program curricula, strategies, and policies are implemented consistently.

启蒙教育（HS）老师是提供有建设性的成年子女互动的核心，这些互动为学龄前的学生做好了入学和未来学习的准备。这项定性研究包括对老师的访谈，并探讨了老师对与提高学生成绩有关的组织和老师福祉的看法。了解HS老师的设置将有助于教育者和管理者更好地改变幼儿的教育经历。研究结果证明了在课堂上始终如一地提供高质量的成人与儿童互动的障碍。这些障碍包括在教室中只有两名而不是三名老师，并且要面对三项年度期望结果发展概况儿童评估，而不是州政府要求的两项评估。缺乏高质量和有效的专业发展机会也不利于持续学习。组织必须为教师提供持续参加有效培训的机会，以提高HS的可持续性并改善教师的体验。最后，促进教师参与领导团队的组织中的教师对他们在决策和组织内部的价值具有更积极的看法。在领导力环境中为自己辩护的老师会在决策制定和确保计划课程，策略和政策得到贯彻执行的过程中接受。组织必须为教师提供持续参加有效培训的机会，以提高HS的可持续性并改善教师的体验。最后，促进教师参与领导团队的组织中的教师对他们在决策和组织内部的价值具有更积极的看法。在领导力环境中为自己辩护的老师会在决策制定和确保计划课程，策略和政策得到贯彻执行的过程中接受。组织必须为教师提供持续参加有效培训的机会，以提高HS的可持续性并改善教师的体验。最后，促进教师参与领导团队的组织中的教师对他们在决策和组织内部的价值具有更积极的看法。在领导力环境中为自己辩护的老师会在决策制定和确保计划课程，策略和政策得到贯彻执行的过程中接受。