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dc.contributor.authorChan, Sze Wah
dc.contributor.authorPöysä, Sanni
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPakarinen, Eija
dc.date.accessioned2023-05-02T10:20:59Z
dc.date.available2023-05-02T10:20:59Z
dc.date.issued2023
dc.identifier.citationChan, 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. <i>Scandinavian Journal of Educational Research</i>, <i>Early online</i>. <a href="https://doi.org/10.1080/00313831.2023.2204114" target="_blank">https://doi.org/10.1080/00313831.2023.2204114</a>
dc.identifier.otherCONVID_182946964
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/86722
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherRoutledge
dc.relation.ispartofseriesScandinavian Journal of Educational Research
dc.rightsCC BY 4.0
dc.subject.otherteacher occupational well-being
dc.subject.otherteacher–student interactions
dc.subject.otherburnout
dc.subject.otherwork engagement
dc.subject.otheremotional exhaustion
dc.subject.otherlower secondary school
dc.titleTeachers’ occupational well-being in relation to teacher–student interactions at the lower secondary school level
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202305022817
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineHyvinvoinnin tutkimuksen yhteisöfi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineSchool of Wellbeingen
dc.contributor.oppiaineEducationen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0031-3831
dc.relation.volumeEarly online
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber268586
dc.relation.grantnumber317610
dc.relation.grantnumber335635
dc.relation.grantnumber345196
dc.subject.ysolukio
dc.subject.ysotyöhyvinvointi
dc.subject.ysotyön imu
dc.subject.ysoopettajat
dc.subject.ysouupumus
dc.subject.ysoopettaja-oppilassuhde
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p7401
jyx.subject.urihttp://www.yso.fi/onto/yso/p1835
jyx.subject.urihttp://www.yso.fi/onto/yso/p23893
jyx.subject.urihttp://www.yso.fi/onto/yso/p1117
jyx.subject.urihttp://www.yso.fi/onto/yso/p130
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1080/00313831.2023.2204114
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramOthers, AoFen
jyx.fundingprogramStrategic research programmes, AoFen
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramMuut, SAfi
jyx.fundingprogramStrategisen tutkimuksen ohjelmat STN, SAfi
jyx.fundinginformationThe 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.
dc.type.okmA1


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