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Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being

Author

Listed:
  • Marigen Narea

    (Pontificia Universidad Católica de Chile
    Pontificia Universidad Católica de Chile)

  • Ernesto Treviño

    (Pontificia Universidad Católica de Chile
    Pontificia Universidad Católica de Chile)

  • Alejandra Caqueo-Urízar

    (Instituto de Alta Investigación, Universidad de Tarapacá)

  • Catalina Miranda

    (Pontificia Universidad Católica de Chile)

  • Javiera Gutiérrez-Rioseco

    (Pontificia Universidad Católica de Chile)

Abstract

A substantial body of research shows that teacher-student interactions have a significant impact on student outcomes. However, to our knowledge, less is known about the association between teachers’ and students’ well-being and the implications for teacher–child interactions, particularly in the preschool context. Research Findings. Using ordinary least squares regression, we investigated the association between affective balance and burnout among 28 preschool teachers and the emotional and behavioral problems of 593 students between three and four years old. We found that teacher affective balance—not teacher burnout—was associated with fewer emotional and behavioral problems in children. Furthermore, the different domains of interaction quality affected children’s well-being in different ways. Practice or Policy. In initial teacher training and continuing professional development, teachers should be provided with support and strategies to help them manage their mental health and children well-being. Some interventions which have shown encouraging results are discussed.

Suggested Citation

  • Marigen Narea & Ernesto Treviño & Alejandra Caqueo-Urízar & Catalina Miranda & Javiera Gutiérrez-Rioseco, 2022. "Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 15(2), pages 533-551, April.
    • Handle: RePEc:spr:chinre:v:15:y:2022:i:2:d:10.1007_s12187-021-09876-3
    DOI: 10.1007/s12187-021-09876-3
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    References listed on IDEAS

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    1. Cheng Li, 2013. "Little's test of missing completely at random," Stata Journal, StataCorp LLC, vol. 13(4), pages 795-809, December.
    2. Jones, D.E. & Greenberg, M. & Crowley, M., 2015. "Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness," American Journal of Public Health, American Public Health Association, vol. 105(11), pages 2283-2290.
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    Cited by:

    1. Shuhua Wei & Hejuan Ding & Huihui Sun, 2025. "Interplay between Teachers’ Affective Well-Being and Thriving at Work: A Cross-Lagged Study," Journal of Happiness Studies, Springer, vol. 26(1), pages 1-23, January.
    2. Şebnem Berivan Özcan & Ramazan Sak, 2025. "Investigation of the Psychological Well-Being of Preschool Children, their Parents, and Teachers," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 18(1), pages 443-467, February.

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