Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school

@article{Virtanen2019AssociationsBO,
  title={Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school},
  author={T. Virtanen and G. S. Vaaland and S. K. Ertesv{\aa}g},
  journal={Teaching and Teacher Education},
  year={2019},
  volume={77},
  pages={240-252}
}
  • T. Virtanen, G. S. Vaaland, S. K. Ertesvåg
  • Published 2019
  • Psychology
  • Teaching and Teacher Education
    • Abstract Classroom observations and teacher self-reports were used to examine the relationships between patterns of teacher–student interactions and the wellbeing of Norwegian lower secondary school teachers. Latent profile analysis identified four subgroups. Teacher–student interactions and the teachers' wellbeing were inter-related in that teachers who were observed to be high in all the interaction domains (Emotional Support, Classroom Organization, and Instructional Support) perceived… CONTINUE READING
    View via Publisher
    doi.org
    9 Citations
    Highly Influential Citations
    1
    Background Citations
    2
    Results Citations
    1

    Figures and Tables from this paper

    Figures and Tables

    9 Citations
    Citation Type

    Citation Type

    The role of teacher-student relationships in predicting teachers' personal accomplishment and emotional exhaustion.
    • 7
    Job Satisfaction and Mental Wellbeing Among High School Teachers in Malaysia
    • Highly Influenced
    Responding to Teacher Quality Through an Evidence-Informed Wellbeing Framework for Initial Teacher Education
    Managing conflictual teacher-child relationship in pre-schools: A preliminary test of the job resources buffering-effect hypothesis in an emerging economy
    Exploring improvement in teachers’ instructional support: classifying and analyzing patterns of change in a national initiative on classroom management
    • 3
    Integrating data in a complex mixed- methods classroom interaction study
    • Pamela Sammonsb, Ulf Blossingc
    • 2020
    Az Észlelt Tanári Kiégés Kérdőív szerkezetének vizsgálata középiskolás diákok körében
    Deleuze-inspired action research in the university: mobilising Deleuzian concepts to rethink research on the reflective writing practices of student teachers
    Integrating data in a complex mixed‐methods classroom interaction study

    References

    SHOWING 1-10 OF 114 REFERENCES
    Observations of Effective Teacher–Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System—Secondary
    • 244
    • Highly Influential
    • PDF
    Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher-student relationships
    • 30
    Classroom emotional climate, student engagement, and academic achievement
    • 613
    • PDF
    Teacher Wellbeing: The Importance of Teacher–Student Relationships
    • 312
    • Highly Influential
    • PDF
    Profiles of teacher-child interaction quality in preschool classrooms and teachers’ professional competence features
    • 6
    Job satisfaction and teacher–student relationships across the teaching career: Four case studies
    • 104
    Teaching Through Interactions in Secondary School Classrooms
    • 72
    • Highly Influential
    • PDF
    Teacher Stress: The Mediating Role of Collective Efficacy Beliefs
    • 147
    Students’ evocative impact on teacher instruction and teacher–child relationships
    • 45
    TWO DECADES OF RESEARCH ON TEACHER–STUDENT RELATIONSHIPS IN CLASS
    • 348
    • Highly Influential
    • PDF