熟人聚会对学前儿童的学校适应和教师职业倦怠的影响

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Hüseyin Kotaman, Seval Ördek İnceoğlu, Aslı Balcı, Zeynep Nur Aydın Kılıç
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引用次数: 0

摘要

本研究的目的是探讨在学前班开展的入门会议对儿童的学校适应性和教师职业倦怠的影响。研究包括治疗组和对照组,治疗组有 110 名儿童,对照组有 109 名儿童。共有 24 名教师参与研究,其中治疗组 13 名,对照组 11 名。治疗组教师计划并实施了与儿童和家长的一对一见面日,时间约为半小时。学校开学六周后,教师们使用 "学校适应性教师评分量表 "评估了儿童的学校适应性水平,并使用 "教师职业倦怠量表 "评估了教师的职业倦怠。此外,他们还回答了开放式调查问题,探究学校适应过程对儿童、家长和教师的影响。结果表明,与不举行介绍会的教师相比,举行介绍会的教师在学校适应量表的所有子维度(包括学校回避、学校喜欢、合作参与和自我导向)上的得分都明显较高。两组教师的职业倦怠数据没有明显差异。开放式回答数据进一步强调,实施该做法的教师认为它能有效促进学校适应过程。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Impact of Acquaintance Meetings on Children’s School Adjustment and Teachers’ Burnout in Preschools

The purpose of this study is to examine the effects of introductory meetings conducted in preschools on children’s school adjustment and teacher burnout. The study included 110 children in the treatment group and 109 children in the control group. A total of 24 participating teachers, with thirteen in the treatment group and eleven in the control group, were involved in the research. Teachers in the treatment group planned and implemented a one-on-one meeting day with children and parents, lasting approximately half an hour. Six weeks after the schools opened, teachers evaluated the children’s school adjustment levels using the School Adjustment Teacher Rating Scale and assessed teacher burnout using the Teacher Burnout Scale. Additionally, they responded to open-ended survey questions probing the impact of the school adjustment process on children, parents, and teachers. The results indicated that teachers conducting introductory meetings received significantly higher scores in all sub-dimensions of the School Adjustment Scale, including school avoidance, school liking, cooperative participation, and self-directiveness, compared to teachers who did not conduct introductory meetings. There was no significant difference in teacher burnout data between the groups. Open-ended responses data further emphasized that teachers who implemented the practice perceived it as effective in facilitating the school adjustment process.

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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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