Disentangling Collective Student Behavior, Teacher-Student Interactions, and Teacher Well-Being: An Exploratory Study

• In Event: School Climate, Student Well-Being, and Engagement

Abstract

This study tested the reciprocal relationships between collective student behavior (i.e., social skills, problem behavior), teacher-student interaction (i.e., emotional support, classroom organization), and teacher wellbeing. Cross-lagged panel analysis was conducted among 80 first- and second-grade school teachers at T1 and T2 with a lag of approximately 6 months. Results found that more T1 emotional support provided by teachers predicted higher T2 student social skill perceived, but worse T2 wellbeing. Higher T1 student social skills predicted less T2 emotional support, but better T2 wellbeing. Better T1 teacher wellbeing predicted more T2 emotional support. Results also highlighted the adverse reciprocal relationship between classroom organization and student problem behavior across time points. Better teacher wellbeing predicted better subsequent classroom organization

Authors

• Tianying Sun, Pennsylvania State University

• Pui-Wa Lei, Pennsylvania State University

• James Clyde Diperna, Pennsylvania State University

• Susan Hart, Pennsylvania State University

• Hui Zhao, Pennsylvania State University

• Lia E. Sandilos, Lehigh University