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 toimittajatPenttinen, Viola; Pakarinen, Eija; Suchodoletz, Antje von; Lerkkanen, Marja-Kristiina

Lehti tai sarjaEarly Education and Development

ISSN1040-9289

eISSN1556-6935

Julkaisuvuosi2020

Volyymi31

Lehden numero7

Artikkelin sivunumerot994-1010

KustantajaRoutledge

JulkaisumaaYhdysvallat (USA)

Julkaisun kielienglanti

DOIhttps://doi.org/10.1080/10409289.2020.1785265

Julkaisun avoin saatavuusEi 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-asiasanatvarhaiskasvatuksen opettajattyöhyvinvointistressiopettaja-oppilassuhdevuorovaikutus


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Hankkeet, joissa julkaisu on tehty


Liittyvät tutkimusaineistot


OKM-raportointiKyllä

VIRTA-lähetysvuosi2020

JUFO-taso1


Viimeisin päivitys 2024-12-10 klo 07:01