Teachers' Relationships with Children in the Finnish Early Childhood Education Context: A Validation Study

Autor/inn/en	Yang, Wenwen; Laakkonen, Eero; Silvén, Maarit
Titel	Teachers' Relationships with Children in the Finnish Early Childhood Education Context: A Validation Study
Quelle	In: Journal of Psychoeducational Assessment, 39 (2021) 7, S.848-860 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Wenwen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/07342829211019150
Schlagwörter	Foreign Countries; Teacher Student Relationship; Early Childhood Teachers; Early Childhood Education; Test Validity; Preservice Teachers; Factor Structure; Rating Scales; Differences; Conflict; Finland; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Education; Testvalidität; Faktorenstruktur; Rating-Skala; Unterscheiden; Konflikt; Finnland
Abstract	This study examined the factorial validity and measurement invariance of the Student-Teacher Relationship Scale--Short Form (STRS-SF), modified by Whitaker et al. (2015), in the Finnish Early Childhood Education (ECE) context. Confirmatory factor analysis (CFA) supported the two-factor model of Closeness and Conflict after some item modifications and partial strong measurement invariance across ECE student teachers and two qualified ECE teacher groups. In general, the participants perceived high levels of closeness and low levels of conflicts with children. The qualified teachers who voluntarily enrolled in training to improve their professional competence perceived their relationships with children as more conflictual, reported less working experience, and had younger children in their classrooms, compared to the other qualified teachers. The student teachers perceived less closeness than the teachers but reported fewer conflicts than the teachers enrolled in training. This study extended the application of the STRS-SF in teacher education and research to a Nordic cultural context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01