A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Penttinen, Viola; Pakarinen, Eija; Suchodoletz, Antje von; Lerkkanen, Marja-Kristiina

Lehti tai sarja: Early Education and Development

ISSN: 1040-9289

eISSN: 1556-6935

Julkaisuvuosi: 2020

Volyymi: 31

Lehden numero: 7

Artikkelin sivunumerot: 994-1010

Kustantaja: Routledge

Julkaisumaa: Yhdysvallat (USA)

Julkaisun kieli: englanti

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

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/71340


Tiivistelmä

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.


YSO-asiasanat: varhaiskasvatuksen opettajat; työhyvinvointi; stressi; opettaja-oppilassuhde; vuorovaikutus


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Hankkeet, joissa julkaisu on tehty


Liittyvät tutkimusaineistot


OKM-raportointi: Kyllä

Raportointivuosi: 2020

JUFO-taso: 1


Viimeisin päivitys 2021-17-09 klo 16:31