A1 Journal article (refereed)
The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens : A Person-centered Approach (2023)

Penttinen, V., Pakarinen, E., von Suchodoletz, A., & Lerkkanen, M.-K. (2023). The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens : A Person-centered Approach. Early Education and Development, 34(7), 1506-1527. https://doi.org/10.1080/10409289.2022.2139549

JYU authors or editors

Publication details

All authors or editors: Penttinen, Viola; Pakarinen, Eija; von Suchodoletz, Antje; Lerkkanen, Marja-Kristiina

Journal or series: Early Education and Development

ISSN: 1040-9289

eISSN: 1556-6935

Publication year: 2023

Publication date: 27/10/2022

Volume: 34

Issue number: 7

Pages range: 1506-1527

Publisher: Routledge

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1080/10409289.2022.2139549

Publication open access: Not open

Publication channel open access: Channel is not openly available

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83901

Abstract

Research Findings: The aim of the present study was to identify profiles of kindergarten teachers based on the observed quality of interactions with the children in their classrooms and to explore possible differences between the profiles in terms of teachers’ occupational well-being and teacher and classroom characteristics. Participants were 54 Finnish kindergarten teachers whose interactions with children were observed with the Classroom Assessment Scoring System (CLASS Pre-K). The teachers also completed a questionnaire about their occupational well-being. Four interaction profiles were identified: Highest Quality, Moderate Quality, Lower Quality with Limited Negativity, and Lower Quality with Moderate Negativity. Differences between the profiles were found in teachers’ teaching-related stress, general stress, and depressive symptoms. Furthermore, the profiles differed, albeit marginally significantly, in terms of teachers’ emotional exhaustion. Overall, teachers in the Moderate Quality profile reported the most favorable occupational well-being, whereas teachers in the Highest Quality and the two lower quality profiles reported challenges to their occupational well-being. The profiles did not differ in terms of teacher and classroom characteristics. Practice or Policy: Results suggest that teachers’ professional development opportunities should focus on both improving the quality of classroom interactions and enhancing teachers’ occupational well-being by reducing their stress.

Keywords: teachers; well-being at work; quality; interaction; stress (biological phenomena); early childhood education and care teachers; exhaustion; evaluation; teaching and instruction; work satisfaction

Contributing organizations

Ministry reporting: Yes

Reporting Year: 2022

JUFO rating: 1