Teacher Work Environments Are Toddler Learning Environments: Teacher Professional Well-Being, Classroom Emotional Support, and Toddlers' Emotional Expressions and Behaviours

Autor/inn/en	Cassidy, Deborah J.; King, Elizabeth K.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L.
Titel	Teacher Work Environments Are Toddler Learning Environments: Teacher Professional Well-Being, Classroom Emotional Support, and Toddlers' Emotional Expressions and Behaviours
Quelle	In: Early Child Development and Care, 187 (2017) 11, S.1666-1678 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1180516
Schlagwörter	Teaching Conditions; Well Being; Emotional Response; Toddlers; Professional Autonomy; Participative Decision Making; Teacher Salaries; Preschool Teachers; Early Childhood Education; Student Behavior; Classroom Environment; Questionnaires; Observation; Child Care Centers; Preschool Education; Rating Scales; Scoring; Teacher Attitudes; Statistical Analysis; North Carolina; Infant Toddler Environment Rating Scale + Suchen Sie Ihr Suchwort? Lehrbedingungen; Unterrichtsbedingungen; Well-being; Wellness; Wohlbefinden; Emotionales Verhalten; Infant; Infants; Toddler; Kleinkind; Berufsfreiheit; Lehrerbesoldung; Lehrervergütung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Fragebogen; Beobachtung; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Rating-Skala; Bewertung; Lehrerverhalten; Statistische Analyse
Abstract	The current study examines the professional well-being of teachers, the classroom emotional support, and the emotional experiences of toddlers in their care. Professional well-being of teachers is conceptualized to include teacher feelings about their work, autonomy in decision-making, actual wages, and perceptions of fairness of wages within the programme as well as within the early childhood profession at large. The study empirically supports relationships among teacher professional well-being, classroom emotional support, and the emotional expressions and behaviours of toddlers. Early childhood policy implications regarding teacher professional well-being and toddler classroom emotional environments are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01