Preschool Teachers' Emotional Acting and School-Based Interactions.
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ABSTRACT: Supplementary information
The online version contains supplementary material available at 10.1007/s10643-022-01326-1.
SUBMITTER: Levine Brown E
PROVIDER: S-EPMC8874102 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:Head teachers are exposed to a highly emotional and stressful job, and they need a sufficient combination of professional competencies in order to deal with daily challenges in schools. Recent studies have shown the importance of developing emotional competencies such as emotional intelligence (EI) in teachers in order to improve their professional development and to ensure the adequate functioning of the school. However, rather less is known about the ability EI of head teachers. The aim of the present study was to evaluate the ability EI of public school head teachers and compare this ability with those working in other positions within the school. For these purposes, 393 participants (35 head teachers, 39 middle leaders, 236 tutors, and 86 teachers) aged between 24 and 62 years (M = 40.26; SD = 9.27) completed the mayer-salovey-caruso emotional intelligence test (MSCEIT). The results revealed a significantly higher total EI for head teachers than teachers, along with higher scores in the understanding branch of the MSCEIT for the head teachers compared with workers in other positions. In addition, on this EI branch, tutors also achieved higher scores than the teachers. We also evaluated the alternative hypothesis that years of teaching experience could explain the relationship between work position and the EI scores, and found no evidence in support of this possibility. Limitations and future lines of research are discussed.
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Project description:We describe the development and validation of the Social-Emotional Teaching Practices Questionnaire-Chinese (SETP-C), a self-report instrument designed to gather information about Chinese preschool teachers' implementation of social-emotional practices. Initially (study 1), 262 items for the SETP-C were generated. Content validation of these items was conducted separately with Chinese practice experts, research experts, and preschool teachers. Significant revisions were made to items based on theoretical evidence and empirical findings from initial content validation activities, which led to a 70-item version of the SETP-C. In study 2, preliminary psychometric integrity evidence and item characteristics of the SETP-C were gathered based on the data from a sample of 1,599 Chinese preschool teacher respondents. Results from confirmatory factor analyses suggested a seven-factor measurement model, and high internal consistency score reliability was documented for each dimension of the SETP-C. Results of item response theory graded response models further indicated adequate psychometric properties at the item level.
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Project description:Background:School-based breastfeeding education (SBBE) may help improve breastfeeding rates in the long term by instilling in young people a base of evidence-informed knowledge, skills, and attitudes that primes them to make informed decisions about infant feeding and to become positive change agents. Breastfeeding rates in Lebanon remain suboptimal, and breastfeeding misconceptions along with social pressures to use infant formula are known contributing barriers. We conducted this study with pre-K-12 teachers to understand the SBBE landscape as well as the supports and constraints for SBBE at two large Lebanese schools. Methods:We conducted a survey with 193 teachers during the 2017-2018 academic school year to collect information about demographics, breastfeeding history, breastfeeding teaching practices, attitudes towards SBBE such as attitude towards educating both boys and girls about breastfeeding, and views on potential constraints to successful SBBE implementation. Descriptive statistics and thematic analysis were used. Binary multiple logistic regression was used to ascertain the effects of teacher characteristics on likelihood to support SBBE. Results:While limited SBBE is currently taking place with only eight (4%) teachers reporting teaching about breastfeeding, 133 (69%) reported students should learn about breastfeeding in school. A multiple regression model [?2(4)?=?19.71, p?=?0.001] showed teachers were more likely to support SBBE if they/their partners had ever breastfed, if they taught biology, or if they believed that schools should educate both boys and girls about breastfeeding in a society where discussing breastfeeding in public is a taboo. One hundred and ten (60%) teachers reported several concerns to SBBE implementation which included limited uptake by students who might not find SBBE valuable to them and resistance from parents due to cultural barriers. In order to effectively expand SBBE in these schools, 71 SBBE supporters (59.2% of respondents; 13 with missing data) suggested supporting local teachers to deliver SBBE, and 48 (40%) suggested mandating SBBE. Conclusions:Teachers held generally positive views on SBBE, which provides a fertile ground for growing SBBE in their schools. Future steps need to include engaging parents, students, and school principals to further understand the social constrains to SBBE before program design.
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Project description:The professionalization of preschool teachers is considered an important factor for ensuring and improving the quality of interactions and relationships. Findings on associations between teachers' professional competencies and the quality of interactions and relationships in preschools are not only inconsistent in general but also rare for early childhood education and care (ECEC) in Austria. Therefore, the aim of this study is to address this research gap by considering interaction quality at the child level (measured with the inCLASS) and preschool teachers' perceptions of the teacher-child relationship (measured with the STRS). A sample of 287 children from 89 Austrian preschools was examined. After including control variables, the results of regression analyses revealed that preschool teachers' beliefs on co-construction were negatively related to task orientation, whereas their beliefs on instruction were positively related to task orientation. Furthermore, preschool teachers' work engagement was positively related to conflict interactions. Regarding teacher-child closeness, a positive association with preschool teachers' work engagement was found. Results on teacher-child conflict showed a positive effect of preschool teachers' beliefs on instruction and negative effects of teachers' beliefs on co-construction and their self-efficacy. The findings are discussed in regard to the professionalization of preschool teachers.
| S-EPMC10701911 | biostudies-literature
Project description:Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout's negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers' main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers' social and emotional competence appears to be particularly promising, positively impacting teachers' well-being and personal accomplishment and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention's implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants (96.3% female, MAge = 46.21, SDAge = 4.82, n = 42 assigned to the experimental group) from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables (i.e., social and emotional skills) and distal variables (e.g., well-being, burnout symptoms), and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation (e.g., participant responsiveness, fidelity), with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal (e.g., increased self-regulation, positive relationship, conflict management skills) and distal variables (e.g., increased emotional well-being, decreased occupational stress and emotional exhaustion symptoms) favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants' responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers' burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs' efficacy, as well as the need to adapt and consider context variables in research and practice.
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Project description:ObjectivesTo explore pupils' and teachers' experiences of physical education (PE).Study designA qualitative investigation employing semistructured interviews. Self Determination Theory was used as a guiding theory and Template Analysis was used to analyse the data.SettingA secondary school in the North East of England.Participants14 pupils (aged 13 and 14, boys and girls) with a range of self-perceived competencies regarding PE and four PE teachers of the pupils (3 male, 1 female).Primary and secondary outcomes(1) Attitudes and perceptions of PE pupils regarding their experiences of compulsory school PE lessons. (2) PE teachers' experiences of teaching PE.ResultsKey results from pupils and teachers suggest pupils enjoy participation in PE when they feel competent, in control and supported by others. Feeling competent depended on (1) the activity within PE and (2) the pupils perceived physical capabilities/aptitude. Feeling in control related to (1) having a choice of activities, (2) being able to set exertion levels and (3) control over clothes worn while taking part. Relationships within pupil groups and between pupils and teachers were perceived as important. Teachers could positively influence their pupils' enjoyment by understanding and supporting their personal goals, as opposed to dictating and controlling what they did and for how long, and by promoting a non-threatening atmosphere between pupils.ConclusionsRising obesity levels and concerns over the fitness of children and young people has returned the focus of PE to its potential as a vehicle for promoting health. This study suggests schools and PE teachers in particular can positively influence the PE experience of both boys and girls by providing more choice of activities and letting pupils make their own decisions based on their personal needs.
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Project description:BackgroundThe teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers' use of coping styles becomes imperative. However, relatively little is known about primary school teachers' psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria.MethodsA total of 264 teachers aged 20-59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson's correlation, Chi-square test, and hierarchical linear regression analysis.ResultsOf 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = - 0.338), academic qualification (β = - 0.210), and income level (β = - 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively.ConclusionsThe high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers' training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.
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Project description:The purpose of this study was to explore risk factors related to asthma prevalence among preschool and school-aged children using a representative national dataset from the Korea National Health and Nutrition Examination Survey (KNHANES) conducted from 2009-2011. We evaluated the demographic information, health status, household environment, socioeconomic status, and parents' health status of 3,542 children aged 4-12 years. A sex-stratified multivariate logistic regression was used to obtain adjusted prevalence odds ratios (ORs) and 95% confidence intervals after accounting for primary sample units, stratification, and sample weights. The sex-specific asthma prevalence in the 4- to 12-year-old children was 7.39% in boys and 6.27% in girls. Boys and girls with comorbid atopic dermatitis were more likely to have asthma than those without atopic dermatitis (boys: OR = 2.20, p = 0.0071; girls: OR = 2.33, p = 0.0031). Boys and girls with ≥1 asthmatic parent were more likely to have asthma than those without asthmatic parents (boys: OR = 3.90, p = 0.0006; girls: OR = 3.65, p = 0.0138). As girls got older, the prevalence of asthma decreased (OR = 0.90, p = 0.0408). Girls residing in rural areas were 60% less likely to have asthma than those residing in urban areas (p = 0.0309). Boys with ≥5 family members were more likely to have asthma than those with ≤3 family members (OR = 2.45, p = 0.0323). The factors related to asthma prevalence may differ depending on sex in preschool and school-aged children. By understanding the characteristics of sex-based differences in asthma, individualized asthma management plans may be established clinically.
| S-EPMC4595127 | biostudies-other
Project description:Education advocates argue that effective schools should foster multidimensional educational goals that not only include cognitive but also non-cognitive outcomes. One important non-cognitive outcome are social and emotional skills. Previous research showed that for enhancing students' social and emotional learning (SEL) one of the most important factor is the teacher. Hence, the present study investigated teachers' familiarity, beliefs, training, and perceived school culture with regard to social and emotional learning and its facets self-awareness, self-management, and social-awareness by applying a convergent parallel mixed-method design. We conducted in-depth interviews and an online survey with secondary teachers from different countries. The reason for collecting both qualitative and quantitative data was to obtain different but complementary data on the same topic in order to bring greater insight into this research question than would have been obtained by either type of data separately. Teachers reported an uncertainty and a lack of professional skills and knowledge in delivering SEL instructions that was particularly low for self-awareness and self-management. Therefore, in both study parts, teachers expressed strong interest in receiving professional SEL training. However, schools rarely provide resources (instruction materials, specific courses or activities) or create conditions (training teachers, devoting teaching hours, increasing number of counselors at schools, receiving school administration support), that would promote teachers' instruction of SEL. The results do not only add to researchers' knowledge about teachers' SEL familiarity, beliefs, training, and school culture, but are also relevant for policymakers, administrators, and school staff by identifying critical aspects that prevent successful SEL in schools.
| S-EPMC8204053 | biostudies-literature
Project description:BackgroundIt is important to detect children with Early Symptomatic Syndromes Eliciting Neurodevelopmental Clinical Examinations (ESSENCE) in order to implement early intervention and support for the child and family. Standardized instruments for assessment in different contexts of behaviour problems, engagement and psychosocial health obtain an objective picture of the preschool child's mental health.AimTo explore and compare parents', preschool teachers' and child health care psychologists' assessment of behaviour, everyday function, engagement, social interaction and psychosocial health in children with ESSENCE symptoms.MethodParents of 152 children (114 boys and 38 girls, 4.5 ± 1 years) with ESSENCE symptoms, 155 preschool teachers and 8 child psychologists participated. Parents and preschool teachers assessed externalizing and internalizing behavioural problems using the Strengths and Difficulties Questionnaire (SDQ), including the SDQ supplement for assessing the impact of behavioral problems on daily function. Preschool teachers also assessed engagement and social interaction using the Children's Engagement Questionnaire (CEQ), and the child psychologists assessed psychosocial health with the Child Psychosocial Health Assessment (LillaLAPS) and template in conversations with parents of children with neurodevelopmental problems.ResultsParents', preschool teachers' and child psychologists' assessment of the child's ESSENCE symptoms overall agreed. Both parents and preschool teachers see a strength in the child's social abilities. Differences in mean values show that parents assess more conduct, emotional symptoms and problems in daily life and more social skills, compared to the preschool teachers rating more peer problems.ConclusionIt is important to consider different contexts to identify the child's need for support in everyday life. Expanded use of validated screening instruments in clinical practice would promote detection of children not already identified as exhibiting neurodevelopmental problems.
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