The role of teacher stress and wellbeing on the quality of pedagogical interactions (TESS)
Main funder
Funder's project number: 117142
Funds granted by main funder (€)
- 125 000,00
Funding program
Project timetable
Project start date: 01/08/2017
Project end date: 31/07/2020
Summary
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
Related publications and other outputs
- Child-Centered and Teacher-Directed Practices in Two Different Countries : A Descriptive Case Study in Finnish and Japanese Grade 1 Classrooms (2023) Pakarinen, Eija; et al.; A1; OA
- Children’s beliefs concerning their school performance at the end of the first grade in Finland (2023) Eskelä-Haapanen, Sirpa; et al.; A1; OA
- Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1 (2023) Jõgi, Anna‐Liisa; et al.; A1; OA
- Teachers’ situational physiological stress and affect (2023) Jõgi, Anna-Liisa; et al.; A1; OA
- Elementary school principals’ work from the ecological systems perspective : Evidence from Finland (2022) Elomaa, Mailis; et al.; A1; OA
- Literacy instruction and reading performance in first grade classrooms (2022) Ruotsalainen, Jenni; G5; OA; 978-951-39-9126-5
- Literacy instruction in first grade : classroom‐level associations between reading skills and literacy instruction activities (2022) Ruotsalainen, Jenni; et al.; A1; OA
- Reading Skills, Social Competence, and Physiological Stress in the First Grade (2022) Jõgi, Anna-Liisa; et al.; A1; OA
- Teachers’ Focus of Attention in First-grade Classrooms : Exploring Teachers Experiencing Less and More Stress Using Mobile Eye-tracking (2022) Chaudhuri, Saswati; et al.; A1; OA
- Teachers' visual focus of attention in relation to students' basic academic skills and teachers' individual support for students : An eye-tracking study (2022) Chaudhuri, Saswati; et al.; A1; OA
