Associations among preschool classroom chaos, work climates, and child outcomes

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2024-10-23 DOI:10.1016/j.tate.2024.104821

Sooyeon Byun , Lieny Jeon

引用次数: 0

Abstract

This study examined the associations between two unique features of classroom chaos (chaotic structure and chaotic atmosphere) in preschool settings and teacher-perceived child functioning, and the roles of teacher- and director-perceived work climates. Multilevel modeling was used to analyze the nested data of 329 children within 53 classrooms. The study found distinct roles of chaotic structure and atmosphere. Moreover, the congruence/incongruence between teacher- and director-perceived work climates significantly moderated the associations between classroom chaos and teacher-perceived child outcomes. The findings highlight the importance of considering multidimensional preschool environments and promoting positive work climates perceived by both teachers and directors.

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学前班教室混乱、工作氛围与儿童成果之间的关系

本研究探讨了学前教育环境中教室混乱的两个独特特征（混乱结构和混乱氛围）与教师感知的儿童功能之间的关联，以及教师和园长感知的工作氛围的作用。研究采用多层次模型分析了 53 个教室中 329 名儿童的嵌套数据。研究发现，混乱的结构和氛围起着不同的作用。此外，教师和园长感知的工作氛围之间的一致性/不一致性在很大程度上调节了教室混乱与教师感知的儿童结果之间的关联。研究结果凸显了考虑多维学前环境以及促进教师和园长感知到的积极工作氛围的重要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.