A1 Journal article (refereed)
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions (2020)

Penttinen, V., Pakarinen, E., Suchodoletz, A. V., & Lerkkanen, M.-K. (2020). Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions. Early Education and Development, 31(7), 994-1010. https://doi.org/10.1080/10409289.2020.1785265

JYU authors or editors

Soininen, Viola
Pakarinen, Eija
Lerkkanen, Marja-Kristiina

Publication details

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

Journal or series: Early Education and Development

ISSN: 1040-9289

eISSN: 1556-6935

Publication year: 2020

Volume: 31

Issue number: 7

Pages range: 994-1010

Publisher: Routledge

Publication country: United States

Publication language: English

DOI: https://doi.org/10.1080/10409289.2020.1785265

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/71340

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.

Keywords: early childhood education and care teachers; well-being at work; stress (biological phenomena); teacher-pupil relationship; interaction