Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators’ collective workplace stress moderates professional development’s impacts on children’s language and literacy skills, executive functioning, and learning behaviors. Within a sample of 406 children from the National Center for Research on Early Childhood Education Professional Development Study (M_age = 4.17; 50% female; 50% Black, 32% Latinx, 11% White), professional development positively impacted child outcomes in centers where educators collectively reported high workplace stress but negatively impacted child outcomes in centers where educators collectively reported low workplace stress.

中文翻译：

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早期教育工作者的集体工作压力作为专业发展对儿童发展影响的预测指标

尽管专业发展被广泛用于改善幼儿教育的影响，但人们对此类干预促进儿童成果的条件知之甚少。本研究应用新开发的方法来量化干预影响的异质性，以了解教育工作者的集体工作压力是否会调节专业发展对儿童语言和读写技能、执行功能和学习行为的影响。在来自国家幼儿教育专业发展研究中心的 406 名儿童样本中（M_年龄 = 4.17; 50% 女性；50% 的黑人、32% 的拉丁裔、11% 的白人），在教育工作者集体报告工作场所压力高的中心，专业发展对儿童的成绩产生了积极影响，但在教育工作者集体报告工作场所压力低的中心，专业发展对儿童的成绩产生了负面影响。