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The Relationship Between Kindergarten Teachers' Emotion and Observed Classroom Interaction Quality

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Lee Wee Ling

E60101250027

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Emotional Dynamics in Classroom Environments

Emotions are central to classroom processes.

Interaction quality shapes child development.

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Teacher-Child Interactions

  • Crucial for cognitive development.
  • Vital for social and emotional growth.
  • Teacher-child interactions shape these outcomes.
  • Quality interactions require emotional support.

Natural teacher-child classroom interactions support development.

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Theory

01   Broaden-and-Build Theory (Barbara Fredrickson)

Positive teacher emotions -> Higher classroom interaction quality

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02   Control Value Theory (Pekrun)

Emotions arise from control and value appraisals.

High control brings teacher enjoyment.

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Malaysian Kindergartens

Challages and Current Issues-high stress

01

Educators face high emotional labour.

02

Heavy workload drives severe stress.

03

Low pay causes teacher burnout.

04

Complex parent relationships increase strain.

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Research Objectives

Measure Emotions

Measure teacher’s emotion such as enjoyment, anger, anxiety.

Assess Quality

Assess observed classroom interaction quality.

Examine Links

Examine relationships between both variables.

Is there a significant relationship between kindergarten teachers' emotions and observed classroom interaction quality?

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Research Questions

01

What emotions do teachers report?

02

What is the observed interaction quality?

03

How do emotions relate to classroom interaction quality?

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Research Settings & Participants

  • Seven kindergartens in Malaysia.
  • Chain kindergarten centres.
  • Consenting kindergarten teachers participate.
  • Each teacher's classroom is observed by kindergarten principal.

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Evaluation & Observation Instruments

Teacher Emotions Scales (TES)

TES uses four-item subscales.

Classroom Assessment Scoring System Pre-K (CLASS Pre-K)

CLASS rates domains from 1-7.

- Quantitative

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Data Collection Process

Phase 01

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Approvals

Obtain ethics and management approval.

Phase 02

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Surveys (TES)

Teachers complete TES and demographics.

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Observations (CLASS)

Schedule classroom observation visits.

Conduct 3 Classes observation cycles for each teacher.

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Methodological Limitations

01 Small sample limits generalisability.

02 Self-report causes potential bias.

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