ABSTRACT

The present investigation examined the links between preschool teachers’ self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although teachers’ experience of emotional exhaustion was not associated with the dosage and rigor of instruction, more emotionally exhausted teachers demonstrated lower quality interactions with children in their classroom. Additionally, there was some evidence to suggest that the association between emotional exhaustion and preschool teachers’ classroom interactions was dependent on their years of education, such that the relation between teachers’ education and their interactions with children was reduced when they described themselves as more emotionally exhausted. Practice or Policy: Taken together, these results suggest that supporting preschool teachers’ well-being, and in particular helping minimize emotional exhaustion, maybe a beneficial strategy to foster a higher quality classroom environment.

摘要

本调查研究了学前教师自我报告的情绪衰竭（n = 117）与课堂互动质量以及教学剂量和严格程度之间的联系。研究成果：虽然教师的情绪耗竭经历与教学的剂量和严格程度无关，但情绪耗竭的教师在课堂上与孩子的互动质量较低。此外，有证据表明，情绪衰竭与学前教师课堂互动之间的关联取决于他们的受教育年限，因此当教师描述自己更情绪化时，教师的教育与他们与孩子的互动之间的关系就会降低。累。实践或政策：综合起来，这些结果表明，支持学前教师的幸福，特别是帮助最大限度地减少情绪疲惫，可能是培养更高质量课堂环境的有益策略。