Early childhood teachers play a critical role in supporting young children's cognitive, social, and emotional development. Unfortunately, teachers’ abilities to promote young children's well-being can be hindered by their own stress. Teachers can experience both workplace stressors as well as chronic stressors from adverse childhood experiences (ACEs). Very little is known about whether different sources of teacher's stress have independent effects on their functioning. The present study examines whether workplace stress and history of ACEs are unique or redundant predictors of teacher resilience and classroom behavior, including teacher-child interaction quality, child classroom misbehavior, and staff affect regulation. Data were collected from female teachers (N = 718) across 101 childcare centers. Teachers (Mage = 39.26, SD = 13.69) completed self-report assessments on their history of ACEs, workplace stress, and resilience. For a subsample of teachers (n = 58) classroom behavior was observationally coded in the classroom. Controlling for student-teacher ratio and center type, both a higher number of ACEs and workplace stress were associated with lower levels of resilience. Only a history of ACEs was associated with observed teacher-child interaction quality and child classroom misbehavior, not workplace stress. Although there are some limitations to the measurement of retrospective ACEs, the present study offers some promising findings regarding the impact of ACEs on teacher functioning. The present findings suggest that addressing trauma-specific stress is important for early childhood teacher interventions, beyond general relaxation and stress management strategies.

幼儿教师在支持幼儿的认知、社交和情感发展方面发挥着关键作用。不幸的是，教师促进幼儿福祉的能力可能会受到自身压力的阻碍。教师既可以体验工作场所的压力源，也可以体验来自不良童年经历 (ACE) 的慢性压力源。关于教师压力的不同来源是否对其功能产生独立影响，我们知之甚少。本研究检验了工作场所压力和 ACE 的历史是否是教师弹性和课堂行为的独特或多余的预测因素，包括教师与儿童的互动质量、儿童课堂不当行为和工作人员影响监管。数据来自女教师（N = 718) 在 101 个托儿中心。教师 ( Mage = 39.26, SD  = 13.69) 完成了关于他们的 ACE 历史、工作压力和复原力的自我报告评估。对于教师的子样本（n = 58) 课堂行为在课堂上被观察编码。控制师生比例和中心类型，更多的 ACE 和工作压力都与较低的复原力水平相关。只有 ACE 的历史与观察到的师生互动质量和儿童课堂不当行为有关，而不是工作压力。尽管回顾性 ACE 的测量存在一些局限性，但本研究提供了一些关于 ACE 对教师功能的影响的有希望的发现。目前的研究结果表明，除了一般的放松和压力管理策略之外，解决特定于创伤的压力对于幼儿教师干预很重要。