Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
Virtanen, T., Vaaland, G. S., & Ertesvåg, S. K. (2019). Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school. Teaching and Teacher Education, 77, 240-252. doi:10.1016/j.tate.2018.10.013
Published in
Teaching and Teacher EducationDate
2019Discipline
KasvatustiedeCopyright
© 2018 The Authors.
Classroom observations and teacher self-reports were used to examine the relationships between patterns
of teacherestudent interactions and the wellbeing of Norwegian lower secondary school teachers.
Latent profile analysis identified four subgroups. Teacherestudent interactions and the teachers' wellbeing
were inter-related in that teachers who were observed to be high in all the interaction domains
(Emotional Support, Classroom Organization, and Instructional Support) perceived themselves as having
high job satisfaction. The results showed that improving teachers’ wellbeing has the potential to improve
teacherestudent interactions and vice versa. The study also discusses the use of classroom observations
to facilitate teacherestudent interactions in teacher training.