Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being

Marigen Narea (), Ernesto Treviño, Alejandra Caqueo-Urízar, Catalina Miranda and Javiera Gutiérrez-Rioseco
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Marigen Narea: Pontificia Universidad Católica de Chile
Ernesto Treviño: Pontificia Universidad Católica de Chile
Alejandra Caqueo-Urízar: Instituto de Alta Investigación, Universidad de Tarapacá
Catalina Miranda: Pontificia Universidad Católica de Chile
Javiera Gutiérrez-Rioseco: Pontificia Universidad Católica de Chile

Child Indicators Research, 2022, vol. 15, issue 2, No 10, 533-551

Abstract: Abstract A substantial body of research shows that teacher-student interactions have a significant impact on student outcomes. However, to our knowledge, less is known about the association between teachers’ and students’ well-being and the implications for teacher–child interactions, particularly in the preschool context. Research Findings. Using ordinary least squares regression, we investigated the association between affective balance and burnout among 28 preschool teachers and the emotional and behavioral problems of 593 students between three and four years old. We found that teacher affective balance—not teacher burnout—was associated with fewer emotional and behavioral problems in children. Furthermore, the different domains of interaction quality affected children’s well-being in different ways. Practice or Policy. In initial teacher training and continuing professional development, teachers should be provided with support and strategies to help them manage their mental health and children well-being. Some interventions which have shown encouraging results are discussed.

Keywords: Classroom quality; Teacher well-being; Emotional problems; Behavioral problems; Preschool (search for similar items in EconPapers)
Date: 2022
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DOI: 10.1007/s12187-021-09876-3

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