The current study examined associations
among teachers’ financial well-being, including teachers’
wages and their perceptions of their ability to pay for basic
expenses, and teachers’ work time supports, including
teachers’ paid planning time, vacation days, and sick days,
and children’s positive emotional expressions and behav￾iors in preschool classrooms. Analyses controlled for
teachers’ education and experience, as well as classroom
quality (as assessed by the CLASS). Results suggest that
teachers’ financial well-being is associated with children’s
positive emotional expressions and behaviors in class￾rooms. Specifically, teachers’ wages positively relate to
children’s positive emotional expressions and behaviors in
classrooms, and children in classrooms of teachers who can
pay for their basic expenses exhibit more positive emo￾tional expressions and behaviors than children in class￾rooms of teachers who cannot pay for their basic expenses.
Implications of the effects of early childhood teachers’
financial well-being on children’s emotional experiences in
classrooms are discussed.

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• Preschool Teachers’ Financial Well-Being and Work Time Supports: Associations with Children’s Emotional Expressions and Behaviors in Classrooms

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