Improving Early Childhood Teachers' Emotional Skills Supporting Children's Academic Socio-Emotional Development

Autor/in	Kotaman, Hüseyin
Titel	Improving Early Childhood Teachers' Emotional Skills Supporting Children's Academic Socio-Emotional Development
Quelle	In: Early Child Development and Care, 193 (2023) 4, S.574-586 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2022.2123803
Schlagwörter	Social Emotional Learning; Inservice Teacher Education; Early Childhood Teachers; Emotional Development; Teacher Burnout; Academic Achievement; Foreign Countries; Program Effectiveness; Emotional Response; Teacher Attitudes; Young Children; Student Characteristics; Teacher Characteristics; School Readiness; Turkey; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Lehrerfortbildung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Gefühlsbildung; Burnout-syndrom; Burnout; Burnout-Syndrom; Schulleistung; Ausland; Emotionales Verhalten; Lehrerverhalten; Readiness for school; School ability; Schulreife; Türkei
Abstract	The purpose of this study was to test long-term impact of in-service emotional education on early childhood teachers' emotional skills, burnout level and their children's academic achievement and socio-emotional development. A total of 34 teachers, 13 as the treatment group and 21 as the control group, participated in the study. Thirty-three children from the treatment group and 40 children from the control group participated in the study. The teacher participants responded to the Turkish version of the Maslach Burnout Inventory-Educator Survey and the Turkish version of the Schutte Self-Report Emotional Intelligence Test before emotional skill education as a pre-test; after education as a post-test and; six months later as a follow-up test. Qualitative results revealed long-term positive impact of emotional education on teachers' emotional regulation skills. Quantitative data support this finding. ANCOVA showed that the children in the treatment group surpluses the ones in the control group in academic achievement. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01