The Quality of Teacher-Child Interactions and Teachers' Occupational Well-Being in Finnish Kindergartens: A Person-Centered Approach

Autor/inn/en	Penttinen, Viola; Pakarinen, Eija; von Suchodoletz, Antje; Lerkkanen, Marja-Kristiina
Titel	The Quality of Teacher-Child Interactions and Teachers' Occupational Well-Being in Finnish Kindergartens: A Person-Centered Approach
Quelle	In: Early Education and Development, 34 (2023) 7, S.1506-1527 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2139549
Schlagwörter	Educational Quality; Teacher Student Relationship; Kindergarten; Preschool Teachers; Preschool Children; Well Being; Job Satisfaction; Profiles; Foreign Countries; Classroom Environment; Stress Variables; Depression (Psychology); Symptoms (Individual Disorders); Teacher Attitudes; Classroom Communication; Teacher Burnout; Work Environment; Measures (Individuals); Finland; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Well-being; Wellness; Wohlbefinden; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Charakterisierung; Profilanalyse; Ausland; Klassenklima; Unterrichtsklima; Psychiatrische Symptomatik; Lehrerverhalten; Klassengespräch; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Arbeitsmilieu; Messdaten; Finnland
Abstract	Research Findings: The aim of the present study was to identify profiles of kindergarten teachers based on the observed quality of interactions with the children in their classrooms and to explore possible differences between the profiles in terms of teachers' occupational well-being and teacher and classroom characteristics. Participants were 54 Finnish kindergarten teachers whose interactions with children were observed with the Classroom Assessment Scoring System (CLASS Pre-K). The teachers also completed a questionnaire about their occupational well-being. Four interaction profiles were identified: Highest Quality, Moderate Quality, Lower Quality with Limited Negativity, and Lower Quality with Moderate Negativity. Differences between the profiles were found in teachers' teaching-related stress, general stress, and depressive symptoms. Furthermore, the profiles differed, albeit marginally significantly, in terms of teachers' emotional exhaustion. Overall, teachers in the Moderate Quality profile reported the most favorable occupational well-being, whereas teachers in the Highest Quality and the two lower quality profiles reported challenges to their occupational well-being. The profiles did not differ in terms of teacher and classroom characteristics. Practice or Policy: Results suggest that teachers' professional development opportunities should focus on both improving the quality of classroom interactions and enhancing teachers' occupational well-being by reducing their stress. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01