The relationship between teacher well-being, teacher-student relationship, and student engagement
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Archivos
Fecha
2023
Autores
Profesor/a Guía
Facultad/escuela
Idioma
en
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Andrés Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
Este estudio tuvo como objetivo examinar la relación entre el bienestar docente, la
relación docente-alumno, y la participación de los alumnos en el aula durante la clase de
inglés. Los participantes fueron ocho profesores de English as a Foreign Language (EFL) y
253 estudiantes de secundaria de un colegio privado en Santiago, Chile. El estudio tuvo un
enfoque mixto, en el cual, los docentes respondieron una encuesta llamada PERMA Profiler
(Butler & Kenn, 2016) y participaron de entrevistas para luego analizar sus niveles de
bienestar. También, los estudiantes respondieron una encuesta sobre su percepción de la
relación que percibían con sus profesores y sus comportamientos en la clase de inglés. El
primero se evaluó con la Student Perception of Affective Relationshio with Teacher Scale
(SPARTS; Koomen & Jellesma, 2015), y el segundo con el Engagement versus Disaffection
with Learning Questionnaire (Skinner et al., 2008). Los resultados mostraron que los
docentes reportaron altos niveles de bienestar y se encontró que la dimensión de
“relaciones positivas” era el más alto entre las profesoras. En términos de compromiso de
los estudiantes, se encontró que “cercanía” con el profesore era el mejor predictor de las
relaciones docente-alumno y se encontró también que se correlacionaba positivamente con
el ”compromiso emocional” en las ocho clases estudiadas. Estos resultados confirman la
conexión entre cómo los estudiantes están emocionalmente comprometidos con la clase y
cómo las/los profesoras/es se perciben a sí mismas/os en términos de bienestar.
This study aimed to examine the relationship among teacher well-being, teacher-student relationship, and student engagement in the language classroom. Participants were eight EFL teachers and 253 middle school students from a private school in Santiago, Chile. The study followed a mixed methods approach. First, teachers answered the PERMA Profiler (Butler & Kenn, 2016) and participated in follow-up interviews in order to later analyze their levels of well-being as well as their feelings behind their answers. Those teachers’ students also answered a questionnaire about the relationship they perceived with their teachers and their engagement behaviors in English classes. The former was assessed with the Student Perception of Affective Relationship with Teacher Scale (SPARTS; Koomen & Jellesma, 2015), and the latter with the Engagement versus Disaffection with Learning Questionnaire (Skinner et al., 2008). Findings showed that the teachers reported high levels of well-being. Moreover, the construct of “positive relationships” was found to be the highest among the teachers. In terms of the student engagement, “closeness” was found to be the best predictor of teacher-student relationships and was found to positively correlate with “emotional engagement” across all eight classes. These results underscore the connection between how students are emotionally engaged with their class and how the teacher perceives themselves to be in terms of well-being
This study aimed to examine the relationship among teacher well-being, teacher-student relationship, and student engagement in the language classroom. Participants were eight EFL teachers and 253 middle school students from a private school in Santiago, Chile. The study followed a mixed methods approach. First, teachers answered the PERMA Profiler (Butler & Kenn, 2016) and participated in follow-up interviews in order to later analyze their levels of well-being as well as their feelings behind their answers. Those teachers’ students also answered a questionnaire about the relationship they perceived with their teachers and their engagement behaviors in English classes. The former was assessed with the Student Perception of Affective Relationship with Teacher Scale (SPARTS; Koomen & Jellesma, 2015), and the latter with the Engagement versus Disaffection with Learning Questionnaire (Skinner et al., 2008). Findings showed that the teachers reported high levels of well-being. Moreover, the construct of “positive relationships” was found to be the highest among the teachers. In terms of the student engagement, “closeness” was found to be the best predictor of teacher-student relationships and was found to positively correlate with “emotional engagement” across all eight classes. These results underscore the connection between how students are emotionally engaged with their class and how the teacher perceives themselves to be in terms of well-being
Notas
Tesis (Magíster en la Enseñanza del Inglés como Lengua Extranjera)
Palabras clave
Profesores de Inglés, Psicología, Relación Profesor-Alumno, Investigaciones