Managing conflictual teacher-child relationship in pre-schools: A preliminary test of the job resources buffering-effect hypothesis in an emerging economy

“I-just-wanna-get-by” hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy

“…This subscale consists of 9 items measuring teacher's state of overextension and drain (e.g., I feel emotionally drained from my work), rated on a 7-point Likert scale ranging from 1 = Never to 7 = Every day. The emotional exhaustion subcomponent of the MBI-ES has been found reliable (a = 0.81) and valid in a developing nation's context such as Ghana, and predicted conflict teacher-child relationship acceptably (Aboagye et al, 2020a).…”

“…These outcomes are largely produced by job design that overburdens teachers (Bennell & Akyeampong, 2007;Osei, 2006). If Ghanaian teachers are emotionally exhausted (Lee & Wolf, 2019), any expectations of close teacher-child relationship (Aboagye et al, 2019(Aboagye et al, , 2020a(Aboagye et al, , 2020b purely based on Ghanaian collectivism (Affum- Osei et al, 2019aOsei et al, , 2019b may not be guaranteed. Teacher professional identity in the domain of motivation may explicate the health impairment process of teacher ill-being (strain) and the consequent work withdrawals, influencing students' learning outcomes, by revealing elements that promote the enactment of healthy emotional labor strategy in executing emotional labor at ECE centers.…”

“…Teaching can be an emotionally taxing activity (Yin et al, 2019). This is particularly true in ECE (Aboagye et al, 2020a(Aboagye et al, , 2020b. Indeed, preschoolers can be emotionally dependent on their caregivers and/ or teachers.…”

“…Emotional exhaustion -considered as a state of being overextended, and depleted of physical and emotional resources (Maslach & Leiter, 2017), has detrimental effect on teacher-student relationship, as well as quality classroom practices (Aboagye et al, 2020a). Emotionally drained teachers feel at risk.…”

Development of the Competence Measure of Individual Teacher-Student Relationships (COMMIT): Insight Into the Attitudes, Knowledge, and Self-Efficacy of Pre-service Teachers

“…Students who have a close relationship with their teacher for instance hold more positive attitudes toward school, achieve better in class, and are more likely to develop positive peer relations (Roorda et al, 2017(Roorda et al, , 2020Ansari et al, 2020a), while students who have a conflictual relationship with their teacher are at risk for negative outcomes and the amplification of initial internalizing and externalizing problems (Roorda et al, 2014;Ansari et al, 2020a;Nguyen et al, 2020;Roorda and Koomen, 2021). Likewise, close teacher-student relationships contribute to teachers' self-efficacy, sense of personal accomplishment, job satisfaction, and professional motivation (Hagenauer et al, 2015;Corbin et al, 2019;Evans et al, 2019;Aboagye et al, 2020), whereas conflictual relationships are an important source of teacher stress and are predictive of burnout symptoms such as emotional exhaustion (Milatz et al, 2015;Corbin et al, 2019;Ansari et al, 2020b). In sum, both teachers and students profit from close relationships, while both suffer from conflictual relationships.…”