Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica Vick; Vitiello, Virginia E.; Ruzek, Erik

doi:10.1080/10409289.2020.1848301

Cited by 60 publications

(41 citation statements)

References 51 publications

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“…Overall, these observational data converge with prior studies of teacher well-being and children’s social and emotional development. Teaching is highly stressful (Johnson et al, 2005) and emotion exhaustion is prevalent within the early childhood workforce (Ansari et al, 2020). When teachers experience stress (either due to their home-lives or their work experiences), the EMOTERS captures both overt negative expressions and the absence of positive expressions in modeling.…”

Section: Discussionmentioning

confidence: 99%

Emotion-focused teaching practices and preschool children’s social and learning behaviors.

Curby¹,

Zinsser²,

Gordon³

et al. 2022

Emotion

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Preschool classrooms are rich with emotions, from a teacher's enthusiastic praise for a child's work to a child's anger at another child who is using wanted materials. A wide variety of teaching behaviors may help children learn about their own and others' emotional states as well as regulation strategies to manage their emotions. In the present study, we relate teachers' emotion-focused teaching behaviors (including how teachers model emotions, instruct about emotions, and respond to children's emotions) using a new observational tool, the EMOtion TEaching Rating Scale (EMOTERS). In addition, social and learning behaviors with teachers, peers, and tasks were observed for 77 children in 18 classrooms. We used the EMOTERS to predict children's social and learning behaviors within time (fall, spring) and over time (from fall to spring). Results affirm that emotion-focused teaching practices (modeling, responding, instructing) vary across classrooms. We also found instances of these practices being related-within time and over time-to children's social interactions with teachers and peers, and engagement in tasks. Most significant associations were found with emotion instructing, despite its relatively infrequent use in classrooms. Findings offer valuable initial evidence about EMOTERS as a tool for measuring emotion-focused teaching behaviors and potentially as a tool for supporting professional development.

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Section: Discussionmentioning

confidence: 99%

Emotion-focused teaching practices and preschool children’s social and learning behaviors.

Curby¹,

Zinsser²,

Gordon³

et al. 2022

Emotion

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show abstract

“…Lee, Y. H argued that psychological resilience is negatively correlated with emotional failure, and emotional failure is positively correlated with turnover intention [11]. Ansari, A found that the interaction between teachers and students in class and the teaching effect are lower when teachers have more emotional exhaustion [12]. Platsidou, M thought that emotional exhaustion can be predicted by satisfaction with the job and major subscales [13].…”

Section: Hypothesis Proposalmentioning

confidence: 99%

Impact of Students’ Online Learning Burnout on Learning Performance – the Intermediary Role of Game Evaluation

Guo

2022

Int. J. Emerg. Technol. Learn.

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The rapid development of e-learning also highlights the phenomenon of students' learning burnout. Learning burnout will reduce students' sense of learning efficacy and academic achievement, and have a negative impact on their physical and mental health. As an auxiliary teaching method in recent years, game evaluation can effectively stimulate learning motivation, alleviate students' learning anxiety, and play an important role in alleviating students' network learning burnout. This study constructs a theoretical model of the impact of e-learning burnout on students' academic performance. In addition, the mediating effect of game assessment on students' e-learning burnout and academic achievement was measured. The results show that the questionnaire developed by Cronbach α The coefficient is 0.828, indicating that the scale has high reliability. The kmo value is 0.781, which means that the research data information is suitable for extracting information. Game evaluation has a significant mediating effect on Students' emotional exhaustion and low sense of achievement. The results of this study have positive reference value for exploring the influencing factors of e-learning burnout, deeply analyzing the causes of e-learning burnout, implementing the game of E-teaching, alleviating e-learning burnout and improving learning achievement.

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“…However, the teacher is also part of the relationship and what the teacher needs to be able to support the student should not be overlooked. It is not always evident to build close teacher-student relationships with each and every student in your class, and how teachers cope with negative emotions and conflicts in interactions with students is crucial to preserve and maintain teacher sensitivity (Koenen et al, 2019a;Ansari et al, 2020b). For example, if a teacher wants to calm down or console the student following a conflict, they need to be able to cope with their own emotions.…”

Section: Teachers' Relationship-building Competencementioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

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

Borremans

Spilt

2022

Front. Educ.

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The importance of dyadic teacher-student relationships for both teachers and students is widely acknowledged. However, only limited research has explored how competent teachers feel in building these relationships. The current study aimed, first, to deepen the knowledge on relational competence by targeting teachers’ competence in building dyadic teacher-student relationships specifically. To this end, the Competence Measure of Individual Teacher-student relationships (COMMIT) was developed. This questionnaire is explicitly based on theories used in research on affective teacher-student relationships and addresses multiple aspects of competence (attitudes, knowledge, and self-efficacy). Second, as teacher education programs have been repeatedly criticized for not sufficiently targeting relational competencies, the current study focused on pre-service teachers’ perceived competence and aimed to explore differences in this competence across pre-service teachers in subsequent years of their teacher training. Criterion validity of the newly developed COMMIT was examined in a sample of pre-service teachers in pre-primary and primary teacher education programs (N = 535). Six subscales were created, addressing pre-service teachers’ attitude toward teacher-student relationships (1 scale), their knowledge of teacher-student relationships and coping (2 scales), and their self-efficacy beliefs with regard to building closeness, coping with conflict, and reflective functioning (3 scales). Results showed that pre-service teachers had a rather positive attitude toward teacher-student relationships, and felt quite knowledgeable and self-efficacious, yet not in all aspects of dyadic relationship-building. Results further revealed that pre-service teachers in the final year of teacher training felt more competent, yet, again, not for all aspects of dyadic relationship-building. Notably, differences between pre-service teachers in subsequent years of teacher education were less pronounced in primary compared to pre- primary teacher education programs. Suggestions for future research and implications for initial teacher training are discussed.

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Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions

Cited by 60 publications

References 51 publications

Emotion-focused teaching practices and preschool children’s social and learning behaviors.

Emotion-focused teaching practices and preschool children’s social and learning behaviors.

Impact of Students’ Online Learning Burnout on Learning Performance – the Intermediary Role of Game Evaluation

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

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