Preschool Teachers' Emotional Exhaustion in Relation to Classroom Instruction and Teacher-Child Interactions

Autor/inn/en	Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A.
Titel	Preschool Teachers' Emotional Exhaustion in Relation to Classroom Instruction and Teacher-Child Interactions
Quelle	In: Early Education and Development, 33 (2022) 1, S.107-120 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Arya) ORCID (Pianta, Robert C.) ORCID (Whittaker, Jessica V.) ORCID (Vitiello, Virginia E.) ORCID (Ruzek, Erik A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1848301
Schlagwörter	Preschool Teachers; Emotional Response; Fatigue (Biology); Teaching Methods; Teacher Student Relationship; Psychological Patterns; Teacher Burnout; Classroom Techniques; Classroom Environment; Class Activities; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Emotionales Verhalten; Fatigue; Ermüdung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Klassenführung; Klassenklima; Unterrichtsklima
Abstract	The present investigation examined the links between preschool teachers' self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although teachers' experience of emotional exhaustion was not associated with the dosage and rigor of instruction, more emotionally exhausted teachers demonstrated lower quality interactions with children in their classroom. Additionally, there was some evidence to suggest that the association between emotional exhaustion and preschool teachers' classroom interactions was dependent on their years of education, such that the relation between teachers' education and their interactions with children was reduced when they described themselves as more emotionally exhausted. Practice or Policy: Taken together, these results suggest that supporting preschool teachers' well-being, and in particular helping minimize emotional exhaustion, maybe a beneficial strategy to foster a higher quality classroom environment. [For the grantee submission, see ED612357.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01