Walking the Tightrope: How Classroom Walkthroughs and Preschool Teachers’ Emotion Regulation Shape Professional Well-Being

Abstract

Listen

Translate article

ABSTRACT Research Findings: The current study explores how preschool classroom walkthroughs relate to the connection between teachers’ emotion regulation and professional well-being. Using a two-level hierarchical linear modeling (HLM) approach, data from 1,710 preschool teachers (28 male, 1,682 females) and their administrative staff from 100 preschools were analyzed. Results at the individual level showed that teachers’ reappraisal positively associated with their professional well-being, including school connectedness, joy of teaching, and teaching efficacy, while suppression was only significantly associated with school connectedness and joy of teaching. At the school level, the four dimensions of classroom walkthroughs did not directly relate to teacher professional well-being except challenges on school connectedness. However, cross-level moderating effects revealed that sense of community and challenges from classroom walkthroughs acted as catalysts, enhancing the positive connection between reappraisal and school connectedness. Sense of community was also positively associated with the connection between reappraisal and joy of teaching. Practive or Policy: These findings provide valuable insights into the interplay of classroom walkthroughs and teacher emotion regulation on their professional well-being, emphasizing prerequisites for reinforcing teachers’ emotion regulation.