Walking the Tightrope: How Classroom Walkthroughs and Preschool Teachers' Emotion Regulation Shape Professional Well-Being.
Saved in:
| Title: | Walking the Tightrope: How Classroom Walkthroughs and Preschool Teachers' Emotion Regulation Shape Professional Well-Being. |
|---|---|
| Authors: | Xie, Sha1 (AUTHOR), Li, Jing2 (AUTHOR) 1155188457@link.cuhk.edu.hk, Wang, Ruoxing1 (AUTHOR), Huang, Weiwei1 (AUTHOR) |
| Source: | Early Education & Development. Jul2025, Vol. 36 Issue 5, p1111-1133. 23p. |
| Subject Terms: | *Psychology of teachers, *Teachers, *Preschool teachers, *Emotion regulation, *Preschool children, Well-being |
| Abstract: | 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 186418917 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Walking the Tightrope: How Classroom Walkthroughs and Preschool Teachers' Emotion Regulation Shape Professional Well-Being. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Xie%2C+Sha%22">Xie, Sha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Li%2C+Jing%22">Li, Jing</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> 1155188457@link.cuhk.edu.hk</i><br /><searchLink fieldCode="AR" term="%22Wang%2C+Ruoxing%22">Wang, Ruoxing</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Huang%2C+Weiwei%22">Huang, Weiwei</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Education+%26+Development%22">Early Education & Development</searchLink>. Jul2025, Vol. 36 Issue 5, p1111-1133. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Psychology+of+teachers%22">Psychology of teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+teachers%22">Preschool teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Emotion+regulation%22">Emotion regulation</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Well-being%22">Well-being</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Education & Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186418917 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/10409289.2025.2488066 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1111 Subjects: – SubjectFull: Psychology of teachers Type: general – SubjectFull: Teachers Type: general – SubjectFull: Preschool teachers Type: general – SubjectFull: Emotion regulation Type: general – SubjectFull: Preschool children Type: general – SubjectFull: Well-being Type: general Titles: – TitleFull: Walking the Tightrope: How Classroom Walkthroughs and Preschool Teachers' Emotion Regulation Shape Professional Well-Being. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Xie, Sha – PersonEntity: Name: NameFull: Li, Jing – PersonEntity: Name: NameFull: Wang, Ruoxing – PersonEntity: Name: NameFull: Huang, Weiwei IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10409289 Numbering: – Type: volume Value: 36 – Type: issue Value: 5 Titles: – TitleFull: Early Education & Development Type: main |
| ResultId | 1 |
