Dataset originates from the longitudinal research project “Get Involved! Transition to Grade 1” investigated the role of parents and teachers in the development of children’s academic achievement, motivation, and behaviour during the critical transition from preschool to primary school. The study aimed to provide information on the role of parents’ and teachers’ instructional support and affect in children’s outcomes which is crucial in promoting learning among students in school. The project sought to test a comprehensive model of child development in the early phase of schooling, considering both parental and teachers influences, as well as children’s evocative influence on their interpersonal environment. It examined the longitudinal relations between parents’ and teachers’ instructional support and emotions, and children’s outcomes across the transition from preschool to primary school. The study also aimed to identify cases in which such support had the most favourable outcomes for children’s achievement, motivation, and behaviour, and to determine the mechanisms by which those outcomes emerge. Teachers' general questionnaire data collection took place in three waves: a) Preschool, spring 2017 (T1) b) Grade 1, fall 2017 (T2) c) Grade 1, spring 2018 (T3) Teachers completed a questionnaire about themselves and their class. This questionnaire provided data on teaching styles, self-confidence, working environment, homework practices and collaboration with elementary schools, as well as the overall improvement in students’ reading, math skills and so on. The dataset consists of three separate SPSS files, each representing one wave of data collected through teachers' individual questionnaires during the study.

2025