Abstract
ABSTRACTThe current study examines the professional well-being of teachers, the classroom emotional support, and the emotional experiences of toddlers in their care. Professional well-being of teachers is conceptualized to include teacher feelings about their work, autonomy in decision-making, actual wages, and perceptions of fairness of wages within the programme as well as within the early childhood profession at large. The study empirically supports relationships among teacher professional well-being, classroom emotional support, and the emotional expressions and behaviours of toddlers. Early childhood policy implications regarding teacher professional well-being and toddler classroom emotional environments are discussed.
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