Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being

Narea, Marigen; Treviño, Ernesto; Caqueo-Urízar, Alejandra; Miranda, Catalina; Gutiérrez-Rioseco, Javiera

doi:10.1007/s12187-021-09876-3

Cited by 10 publications

(4 citation statements)

References 56 publications

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“…Preschool children spend significant time interacting with their teachers; thus, this will affect them socially, emotionally, and cognitively. Personal relationships between preschool teachers and children are crucial for successful learning (Narea et al, 2022). The teacher's job is to create a friendly atmosphere and prepare appropriate activities for them.…”

Section: Literature Reviewmentioning

confidence: 99%

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Mohamad,

Mohamed,

Abu-Bakar

2024

EUROPEAN J ED RES

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<p style="text-align: justify;">The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.</p>

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Section: Literature Reviewmentioning

confidence: 99%

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Mohamad,

Mohamed,

Abu-Bakar

2024

EUROPEAN J ED RES

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“…Полученные в нашей работе данные подтверждаются результатами других исследований, также указывающих на то, что психологическое благополучие педагогических работников, работающих с детьми дошкольного возраста, зависит от того, насколько они сами воспринимают стрессовые условия своей работы как полезные для себя и побуждающие к саморазвитию [31]. В исследованиях было установлено, что чем выше уровень психологического благополучия, тем в большей степени человек ориентирован на стратегию разрешения ситуации [2; 10].…”

Section: обсуждение результатовunclassified

Features of Psychological Defenses and Coping Strategies among Teachers of Preschool Educational Institutions with Different Levels of Psychological Well-being

Vorobyeva,

Pravdina,

Shevchenko

2024

Психологическая Наука И Образование

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<p>The aim of the work was to identify the features of psychological defenses and coping strategies among teachers of preschool educational institutions with different levels of psychological well-being. The study involved 62 educators of preschool educational institutions in the city of Rostov-on-Don, the city of Aksai and the village of Rassvet, Rostov Region. The following methods were used: “Scale of psychological well-being” by K. Riff, technique for measuring psychological defense by E.R. Pilyugina, R.F. Suleimanov, questionnaire “Types of orientations in difficult situations” by E.V. Bityutskaya, A.A. Korneeva. As a result of the study, it was found that teachers with a high level of psychological well-being more often use adaptive psychological defenses, teachers with an average level of psychological well-being more often use psychological defense of the infantile type, teachers with a low level of psychological well-being more often use psychological defense of the psychotic, as well as infantile and neurotic types. Teachers of preschool educational institutions with a high level of psychological well-being are distinguished by their preference for coping strategies related to the type “Orientation towards rapprochement, interaction with difficulty.” Teachers of preschool educational institutions with an average and, especially, a low level of psychological well-being tend to be more inclined to use coping strategies related to the type “Orientation towards leaving and moving away from difficulties.” It is recommended to use the results of the study in psychoprophylactic and psychocorrective work with preschool teachers.</p>

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“…It should be noted that these analyses were conducted in the context of a lack of statistical power, as Table 3 shows an ex-post minimum detectable effect size ranging between 0.67 and 0.86. Children's emotional and behavioral problems and teacher stress and negative affect are mutually associated (Narea et al, 2022). Therefore, we could expect that SEL programs directed toward children's SEC would lead to increased teacher well-being.…”

Section: Effects Of the Intervention On Teachers' Well-beingmentioning

confidence: 99%

Promoting psychological well-being in preschoolers through mindfulness-based socioemotional learning: A randomized-controlled trial

Courbet¹,

Daviot²,

Kalamarides³

et al. 2023

Preprint

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Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38-58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicator -management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on mental health and positive effects on self-management, relationships with teachers and relationships with peers in several subgroups. This program appears as a promising early intervention promoting mental health and positive relationships, especially for at-risk subgroups of preschool-aged children.

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Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being

Cited by 10 publications

References 56 publications

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Preschool Teachers’ Issues and Beliefs in English Language Teaching: A Systematic Review (2012-2022)

Features of Psychological Defenses and Coping Strategies among Teachers of Preschool Educational Institutions with Different Levels of Psychological Well-being

Promoting psychological well-being in preschoolers through mindfulness-based socioemotional learning: A randomized-controlled trial

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