Relations between Kindergarten Teachers' Occupational Well-Being and the Quality of Teacher-Child Interactions

Autor/inn/en	Penttinen, Viola; Pakarinen, Eija; von Suchodoletz, Antje; Lerkkanen, Marja-Kristiina
Titel	Relations between Kindergarten Teachers' Occupational Well-Being and the Quality of Teacher-Child Interactions
Quelle	In: Early Education and Development, 31 (2020) 7, S.994-1010 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1785265
Schlagwörter	Kindergarten; Preschool Teachers; Well Being; Teacher Student Relationship; Stress Variables; Work Environment; Emotional Response; Foreign Countries; Job Satisfaction; Teaching Conditions; Classroom Environment; Finland; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Arbeitsmilieu; Emotionales Verhalten; Ausland; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrbedingungen; Unterrichtsbedingungen; Klassenklima; Unterrichtsklima; Finnland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01