Walking the Tightrope
How Classroom Walkthroughs and Preschool Teachers’ Emotion Regulation Shape Professional Well-Being
Dados Bibliográficos
| ID | 7152005 |
|---|---|
| Autores | Sha Xie (0000-0001-5160-6799, Shenzhen University), Jing Li (0000-0001-7792-4322, Chinese University of Hong Kong, autor correspondente), Rong Wang (0000-0003-1070-1460, Shenzhen University), Ruoxing Wang (Shenzhen University), Weiwei Huang (0000-0002-6970-6525, Shenzhen University) |
| Ano | 2025 |
| Volume | 36 |
| Fascículo | 5 |
| Páginas | 1111-1133 |
| Data de publicação | 2025-07-04 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Early Education and Development (JOURNAL) |
| Identificadores do periódico | ISSN: 1040-9289 • E-ISSN: 1556-6935 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10409289.2025.2488066 |
| OpenAlex | W4409369108 |
| Idioma | EN |
| Citações recebidas | 4 |
| Referências citadas | 95 |
Research Findings: The current study explores how preschool classroom walkthroughs relate to the connection between teachers’ emotion regulation and professional well-being. Using a two-level hierarchical linear modeling (HLM) approach, data from 1,710 preschool teachers (28 male, 1,682 females) and their administrative staff from 100 preschools were analyzed. Results at the individual level showed that teachers’ reappraisal positively associated with their professional well-being, including school connectedness, joy of teaching, and teaching efficacy, while suppression was only significantly associated with school connectedness and joy of teaching. At the school level, the four dimensions of classroom walkthroughs did not directly relate to teacher professional well-being except challenges on school connectedness. However, cross-level moderating effects revealed that sense of community and challenges from classroom walkthroughs acted as catalysts, enhancing the positive connection between reappraisal and school connectedness. Sense of community was also positively associated with the connection between reappraisal and joy of teaching. Practive or Policy: These findings provide valuable insights into the interplay of classroom walkthroughs and teacher emotion regulation on their professional well-being, emphasizing prerequisites for reinforcing teachers’ emotion regulation
Developmental psychology · Mathematics education · Pedagogy · Preschool education · Professional development · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology
The relationship between resilience and professional well-being among early childhood teachers
Unveiling the impact of preschool classroom walkthrough and teacher emotional labor on their well-being
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Pre-Service Early Childhood Education Teachers’ Self-Efficacy, Emotion Regulation Strategies, and Responsiveness to Children’s Emotions
How School Leadership Influences Student Learning
Teachers’ well-being and job satisfaction
Teacher well-being
Assessing teachers’ positive psychological functioning at work
Preschool Teacher Well-Being
The role of teachers’ emotion regulation in teaching effectiveness
The Impact of Leadership on Student Outcomes
The structure of occupational well‐being
Early Childhood Educators’ Well-Being
Early childhood teachers' stress and children's social, emotional, and behavioral functioning
Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
Neglected Elements of a High-Quality Early Childhood Workforce
Emotion‐regulation ability, burnout, and job satisfaction among British secondary‐school teachers
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G*Power 3
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Positive Cognitive Reappraisal in Stress Resilience, Mental Health, and Well-Being
The Effect of Instructional Leadership and Distributed Leadership on Teacher Self-efficacy and Job Satisfaction
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Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
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Construction and validation of the Chinese Preschool Classroom Walkthrough Scale / Elaboración y validación de la Escala de Visitas al Aula CPCWS en la Educación Infantil en China
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A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators
Testing a holistic conceptual framework for early childhood teacher well-being
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Teachers' Emotions and Teaching
Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being
Physical Activity, Physical Well-Being, and Psychological Well-Being
Work Environment Characteristics and Teacher Well-Being
How School Climate Influences Teachers’ Emotional Exhaustion
Use Omega Rather than Cronbach’s Alpha for Estimating Reliability. But
Understanding the Relationship between Preschool Teachers’ Well-Being, Interaction Quality and Students’ Well-Being
Framing the theoretical perspectives on emotion regulation
Teachers’ emotion regulation and related environmental, personal, instructional, and well-being factors
The Emerging Field of Emotion Regulation
So far, so good
Mixed emotions
Preschool teachers' professional well-being, emotion regulation, and professional identity
What makes teachers enthusiastic
Learning Together to Lead Together
Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms
The pathways from self-control at school to performance at work among novice kindergarten teachers
Emotion Regulation in the Classroom
Dynamic Changes in Pre‐Service Language Teacher Well‐Being in the Classroom Ecology
Are Principal Background and School Processes Related to Teacher Job Satisfaction? A Multilevel Study Using Schools and Staffing Survey 2003-04
The Role of Knowledge and Skills for Managing Emotions in Adaptation to School
Network dynamics in subjective well-being and their differences across age groups
Individual differences in two emotion regulation processes
Emotion regulation and culture
Relationships Between Supervision and Teachers' Performance and Attitude in Secondary Schools in Malaysia
| Obras citantes distintas | 4 |
|---|---|
| Citações por ano | 4 |
| Intervalo de citações | 2025 - 2026 (2) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 3 |