Understanding the Relationship Between Preschool Teachers' Well-Being, Interaction Quality, and Students' Well-Being

• In Event: AERA Virtual Poster Session 3
  In Poster Session: Topics Affecting Early Childhood Teachers, Children, and Families

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. Using Structural Equation Modeling, we investigated the association between teachers’ well-being among 28 preschool teachers, classroom interactions, and emotional and behavioral problems of 573 children 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.
Teachers should be provided with supports to help them manage their mental health and children's well-being.

Authors

• Marigen Narea, Pontificia Universidad Catolica de Chile

• Ernesto Treviño, Pontificia Universidad Católica de Chile

• Alejandra Caqueo-Urizar

• Javiera Gutierrez Rioseco