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
Liittyvät organisaatiot
Hankkeet, joissa julkaisu on tehty
- Is stress contagious in a classroom? Reciprocal relations between teacher and student well-being
- Pakarinen, Eija
- Ella ja Georg Ehrnroothin säätiö
Liittyvät tutkimusaineistot
OKM-raportointi: Kyllä
VIRTA-lähetysvuosi: 2020
JUFO-taso: 1