6533b832fe1ef96bd129ade4

RESEARCH PRODUCT

Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school

Grete Sørensen VaalandSigrun K. ErtesvågTuomo Virtanen

subject

Emotional supportvuorovaikutusNorwegianluokkatyöskentelyuupumusEducationDevelopmental psychologySchool teachershavainnointilatent profile analysisComputingMilieux_COMPUTERSANDEDUCATION0501 psychology and cognitive sciencesta516lower secondary school05 social sciences050301 educationopettajatlanguage.human_languageteacher job satisfactiontyötyytyväisyysopetustilanneteacher emotional exhaustionclassroom observationlanguageJob satisfactionclassroom interactionPsychology0503 education050104 developmental & child psychology

description

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. peerReviewed

yearjournalcountryeditionlanguage
2019-01-01Teaching and Teacher Education
10.1016/j.tate.2018.10.013https://doi.org/10.1016/j.tate.2018.10.013