Examining Classroom Quality as a Moderator in the Association between Teacher Well-being and Teacher-Child Relationships

• In Event: AERA Roundtable Session Friday 7:45 am - Gold 2
  In Roundtable Session: Teacher and Caregiver Well-being and Professional Identity

Abstract

Positive teacher-child relationships are essential for young children’s development. We examined how professional, psychological, and physical well-being relate to these relationships, guided by the Prosocial Classroom Model and the Whole Teacher Well-Being Model. Data from 144 teachers in 58 Head Start classrooms were analyzed using hierarchical regression. Professional well-being (i.e., job commitment, self-efficacy) was positively associated with closeness and negatively with conflict. Perceived stress predicted lower closeness and higher conflict, while ergonomic pain was correlated with reduced conflict. Classroom quality moderated the associations between self-efficacy and ergonomic pain with teacher-child closeness and conflict. These findings highlight the importance of supporting teachers’ whole well-being across multiple domains and enhancing classroom environments to promote stronger teacher-child relationships.

Authors

• Junghyun Min, University of Oklahoma

• Kyong-Ah Kwon, University of Oklahoma

• Timothy G. Ford, University of Oklahoma