Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions

Viola Penttinen, Eija Pakarinen, Antje von Suchodoletz, Marja Kristiina Lerkkanen

Research output: Contribution to journalArticlepeer-review

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.

Original languageEnglish (US)
Pages (from-to)1-17
Number of pages17
JournalEarly Education and Development
DOIs
StatePublished - 2020

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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