The role of teacher stress and wellbeing on the quality of pedagogical interactions (TESS)

Main funder

Funder's project number117142

Funds granted by main funder (€)

  • 125 000,00

Funding program

Project timetable

Project start date01/08/2017

Project end date31/07/2020


The aim of the study is to investigate teacher's behavioral and psychophysiological mechanisms which will have an effect on the quality of teacher-child interactions. We will follow longitudinally 50 classrooms at grade 1.The quality of video recorded teacher-child interactions will be assessed using the CLASS and ECCOM. Teacher gaze behavior will be measured by SMI eye-tracking device. Stress responses will be measured through salivary cortisol (a total of 18 times from teachers). Instrumentation includes also teacher questionnaires to teachers (e.g. perceived stress, exhaustion, self-efficacy beliefs, and executive functioning). Results will inform teacher training and school development regarding teacher stress and well-being, coping and attention, and their associations to classroom interaction quality.

Principal Investigator

Other persons related to this project (JYU)

Primary responsible unit

Follow-up groups

Profiling areaMultidisciplinary research on learning and teaching (University of Jyväskylä JYU) MultiLeTe

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Last updated on 2022-23-08 at 23:59