title: Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.
abstract: RESULTS
  This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization.
  The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.
authors.affiliation: Center for Advanced Study of Teaching and Learning (CASTL), University of Virginia.
authors.forename: Lia E
authors.initials: LE
authors.lastname: Sandilos
authors.affiliation: Department of Communication Science, Temple University.
authors.forename: Lauren M
authors.initials: LM
authors.lastname: Cycyk
authors.affiliation: Department of Communication Science, Temple University.
authors.forename: Carol Scheffner
authors.initials: CS
authors.lastname: Hammer
authors.affiliation: Department of Instructional Technology and Teacher Education, Lehigh University.
authors.forename: Brook E
authors.initials: BE
authors.lastname: Sawyer
authors.affiliation: Department of Educational Psychology, University of South Florida.
authors.forename: Lisa
authors.initials: L
authors.lastname: López
authors.affiliation: Department of Applied Psychology, New York University.
authors.forename: Clancy
authors.initials: C
authors.lastname: Blair