Teachers’ occupational well-being in relation to teacher–student interactions at the lower secondary school level
Chan, S. W., Pöysä, S., Lerkkanen, M.-K., & Pakarinen, E. (2023). Teachers’ occupational well-being in relation to teacher–student interactions at the lower secondary school level. Scandinavian Journal of Educational Research, Early online. https://doi.org/10.1080/00313831.2023.2204114
Published inScandinavian Journal of Educational Research
DisciplineKasvatuspsykologiaHyvinvoinnin tutkimuksen yhteisöKasvatustiedeKasvatuspsykologiaSchool of WellbeingEducation
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
This study investigated the relation between teachers’ occupational well-being and the quality of teacher–student interactions in lower secondary schools in Finland. Teachers (N = 48) self-rated their occupational well-being in terms of engagement, stress, job demands, and emotional exhaustion. Teacher–student interactions in classrooms were video-recorded and coded with the Classroom Assessment Scoring System. The results of multivariate regression analyses showed that teachers who reported higher work-related stress were observed with a lower quality of emotional support, classroom organization, and instructional support when controlling for background factors. It is proposed that the observed quality of teacher–student interactions is related to teachers’ work-related stress in lower secondary schools.
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Related funder(s)Academy of Finland
Funding program(s)Academy Project, AoF; Others, AoF; Strategic research programmes, AoF
Additional information about fundingThe First Steps study was funded by the Academy of Finland (#268586). This study is also a part of the project EduR-ESCUE–The Resilient Schools and the Education System funded by the Strategic Research Council established withinthe Academy of Finland (#345196) and by grants from the Academy of Finland (#335635 and #317610). Thefirstauthor was supported by grants from the Faculty of Education and Psychology and the Department of Teacher Edu-cation, University of Jyväskylä, Jyväskylä, Finland. ...
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