In the classroom, both the quality of interactions between teacher and students and teacher visual attention are known to be indicators of effective teaching. Challenges and increased demands in classrooms may cause stress, limiting the teacher’s ability to engage in supportive interactions with students. Teacher's stress and exhaustion can spill over from teacher to students. Teachers who report stress and exhaustion are less likely to effectively interact with children, which may in turn negatively influence children’s well-being, motivation, and academic performance. The aim of the study is to investigate the behavioral and psychophysiological mechanisms that affect teacher-student interactions in the classroom, as well as the effects of teacher stress and quality of teacher-student interactions on child stress, motivation, behavior and academic outcomes. In addition, the role of home environment in the development children’s learning and motivation is investigated as well as the role of principals and school environment in teachers’ occupational wellbeing. In each year (kindergarten to Grade 4), the participants are 50 teachers and their students, as well as parents and principals. The observed quality of teacher-child interactions is assessed using the CLASS and ECCOM instruments. Teacher focus of attention is measured by the Tobii eye-tracking device. Stress responses of students and teachers are measured by levels of salivary cortisol. Other instruments include questionnaires completed by teachers (e.g., perceived stress, exhaustion, recovery from work, self-efficacy beliefs) and parents (e.g., parenting styles, home literacy/math environment), assessments of children’s academic skills and motivation, as well as teacher ratings of students’ social skills, temperament and achievement behaviors. The results will inform teacher pre-service and in-service training and school development with regard to teacher stress and well-being, coping and attention, and the association of these factors with the quality of classroom interactions and child outcomes.

2021