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

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TATE Volume 77, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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 themselves as having high job satisfaction. The results showed that improving teachers’ wellbeing has the potential to improve teacher–student interactions and vice versa. The study also discusses the use of classroom observations to facilitate teacher–student interactions in teacher training.

Citation

Virtanen, T.E., Vaaland, G.S. & Ertesvåg, S.K. (2019). Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school. Teaching and Teacher Education: An International Journal of Research and Studies, 77(1), 240-252. Elsevier Ltd. Retrieved July 10, 2020 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2018.10.013

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