Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
Penttinen, V., Pakarinen, E., Suchodoletz, A. V., & Lerkkanen, M.-K. (2020). Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions. Early Education and Development, 31(7), 994-1010. https://doi.org/10.1080/10409289.2020.1785265
Julkaistu sarjassa
Early Education and DevelopmentPäivämäärä
2020Tekijänoikeudet
© 2020 Informa UK Limited
Research Findings The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions in Finnish kindergarten classrooms. Participants were 47 kindergarten teachers with their classrooms of 6-year-old children. Teacher–child interactions (i.e., emotional support, classroom organization, and instructional support) were observed twice during the kindergarten year (fall and spring), using the Classroom Assessment Scoring System (CLASS). In addition, teachers completed questionnaires on stress and work engagement. The results indicated that teaching-related stress negatively predicted the quality of emotional support and classroom organization while teacher’s work engagement was positively associated with the quality of instructional support. Practice or Policy: The findings can be used to inform teacher education and professional development in order to promote in- and pre-service teachers’ occupational well-being and support them in their work with children in the classroom.
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Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
1040-9289Julkaisuun liittyvä(t) tutkimusaineisto(t)
https://doi.org/10.17011/jyx/dataset/77741Pakarinen, Eija; Lerkkanen, Marja-Kristiina. (2021). Teacher and Student Stress and Interaction in Classroom (TESSI). V. 31.7.2021. University of Jyväskylä. https://doi.org/10.17011/jyx/dataset/77741. https://urn.fi/URN:NBN:fi:jyu-202109104845
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/41633414
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Ella ja Georg Ehrnroothin säätiöRahoitusohjelmat(t)
MuutLisätietoja rahoituksesta
This work was supported by the New York University Abu Dhabi Faculty Research Funds, the Ella and Georg Ehrnrooth Foundation, and the University of Jyväskylä, Faculty of Education and PsychologyLisenssi
Samankaltainen aineisto
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