ABSTRACT This mixed methods study examines the impact of online professional development on preschool teachers’ self-efficacy, burnout, and stress. Participating teachers (n = 89) were randomly assigned into four groups: one of three treatment conditions (course-only, conference, reflective writing) or a control group. All treatment conditions received a 14-week online course on teacher-child interactions, which included regular homework assignments and community discussion boards. The conference and reflective writing conditions received additional supports. Regression analyses revealed that teachers who were in the course-only treatment condition had decreased self-efficacy and increased emotional exhaustion, a component of burnout, relative to the control group. However, teachers in the conference and reflective writing conditions did not experience such negative effects. Qualitative analyses suggest that all teachers tended to focus on personal challenges within the course, but teachers who had access to conference and reflective writing supports benefited from the availability of emotional outlets and/or opportunities for feedback

中文翻译：

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学前教师在线职业发展中的自我效能感、倦怠和压力：一种理解变化的混合方法

摘要 这项混合方法研究考察了在线专业发展对学前教师自我效能、倦怠和压力的影响。参与的教师 (n = 89) 被随机分配到四组：三种治疗条件之一（仅限课程、会议、反思性写作）或对照组。所有治疗条件都接受了为期 14 周的师生互动在线课程，其中包括定期家庭作业和社区讨论板。会议和反思写作条件得到了额外的支持。回归分析显示，与对照组相比，仅接受课程治疗的教师自我效能感降低，情绪耗竭增加，这是倦怠的一个组成部分。然而，教师在会议和反思性写作条件下没有经历这种负面影响。定性分析表明，所有教师都倾向于关注课程中的个人挑战，但获得会议和反思性写作支持的教师受益于情感发泄和/或反馈机会的可用性