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The problem
Intervention: Teacher occupational well-being (specifically managing stress and fostering work engagement) as a means to improve interaction quality
Who it was tested with: 47 kindergarten teachers and their classrooms of 6-year-old children in Finland.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"Teacher–child interactions (i.e., emotional support, classroom organization, and instructional support) were observed twice during the kindergarten year (fall and spring), using the Classroom Assessment Scoring System (CLASS). In addition, teachers completed questionnaires on stress and work engagement." The study measured the same teachers' interactions at two time points alongside their reported well-being, but without a comparison group or experimental manipulation.
Observational design without a control group; cross-sectional associations cannot establish causation; small sample size from single country; unclear directionality of relationships
Across countries and designs
1 study · 1 country
