Teachers’ Perceptions of Their Classroom Experiences in Kindergartens Serving Low SES Families: Associations with Global Classroom Quality

Abstract

ABSTRACT Research Findings: This study focused on kindergartens serving low SES families and examined the associations between teachers’ perceptions of their teaching experiences in their classroom and observed global classroom quality. Forty teachers and their classrooms participated. Teachers’ perceptions of their teaching experiences in the classroom were assessed via the valence and multidimensionality of their narratives on their teaching experiences. Global classroom quality, measured as observed emotional support, instructional support and classroom organization, was assessed using the CLASS (Classroom Assessment Scoring System) during structured and unstructured classroom activities. Positive valence of teachers’ narratives on their teaching experiences was associated with better classroom organization, while higher levels of narratives’ multidimensionality were associated with higher emotional and instructional support. Practice or Policy: Evaluating teachers’ perceptions and helping them construct more positive and more holistic perceptions of their teaching experiences may be important targets in teachers’ training and supervision programs for enhancing global classroom quality.