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
- Do teachers’ professional vision and teaching experience always go hand in hand? Examining knowledge-based reasoning of Finnish Grade 1 teachers (2021) Muhonen, Heli; et al.; A1; OA
- Teachers’ Focus of Attention in First-grade Classrooms : Exploring Teachers Experiencing Less and More Stress Using Mobile Eye-tracking (2021) Chaudhuri, Saswati; et al.; A1; OA
- Work-related stress of elementary school principals in Finland : Coping strategies and support (2021) Elomaa, Mailis; et al.; A1; OA
- Directors' stress in day care centers : related factors and coping strategies (2020) Elomaa, Mailis; et al.; A1; OA
- Opettajien työhyvinvointi ja sen yhteys pedagogisen työn laatuun (2020) Lerkkanen, Marja-Kristiina; et al.; D4; OA; 978-951-39-8324-6
