The Quality of Teacher-Child Interactions, Teachers' Work Engagement, and Students' Social Competence at First Grade

• In Event: Using Observational Measures in K–5 Classrooms to Understand Teacher and Student Outcomes

Abstract

The purpose of this study was to examine the reciprocal associations between the quality of teacher-child interactions (assessed with the Classroom Assessment Scoring System), teachers’ work engagement (N = 51, self-rated by teachers) and students’ social competence (N = 815, rated by teachers) during the first grade. Results of the multilevel modeling indicated that high-quality instructional support in first grade fall was associated with higher social competence in the classroom in spring. Moreover, work engagement in fall predicted higher quality of teacher-child interactions in spring and students’ prosocial behavior in fall predicted higher work engagement for teachers in spring. Finally, students’ prosocial behavior in fall predicted higher-quality emotional and instructional support in the classroom in spring, albeit marginally significantly.

Authors

• Viola Penttinen, University of Jyväskylä

• Eija Pakarinen, University of Jyväskylä

• Marja-Kristiina Lerkkanen, University of Jyväskylä