Czech and Turkish Preschool Teachers’ Compassion and Psychological Well-being

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18440%2F24%3A50020447" target="_blank" >RIV/62690094:18440/24:50020447 - isvavai.cz</a>

Výsledek na webu

<a href="https://link.springer.com/article/10.1007/s10643-023-01505-8#Abs1" target="_blank" >https://link.springer.com/article/10.1007/s10643-023-01505-8#Abs1</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s10643-023-01505-8" target="_blank" >10.1007/s10643-023-01505-8</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Czech and Turkish Preschool Teachers’ Compassion and Psychological Well-being

Popis výsledku v původním jazyce

This quantitative survey-based study examines 366 Czech and 532 Turkish preschool teachers’ compassion levels and psychological well-being. The Adult Compassion Scale and Psychological Well-being Scale were used as the data-collection tools, and Mann-Whitney U testing and Kruskal Wallis-H testing were used for data analysis. Although Turkish preschool teachers’ compassion levels were found to be higher than Czech participants, the Turkish preschool teachers’ psychological well-being was lower. While participants’ compassion did not differ significantly across gender, parent/non-parent status, or the presence/absence of children with special needs in their classrooms, significant differences were associated with age, seniority, personal education level, marital status, age group of children taught, class size, and faith. While psychological well-being did not differ significantly across presence/absence of special-needs children, seniority, personal education level, age group of children taught, or faith, there were significant differences across gender, age, parenthood, marital status and class size. There was also a positive and moderately significant relationship between the preschool teachers’ compassion and their psychological well-being.

Název v anglickém jazyce

Czech and Turkish Preschool Teachers’ Compassion and Psychological Well-being

Popis výsledku anglicky

This quantitative survey-based study examines 366 Czech and 532 Turkish preschool teachers’ compassion levels and psychological well-being. The Adult Compassion Scale and Psychological Well-being Scale were used as the data-collection tools, and Mann-Whitney U testing and Kruskal Wallis-H testing were used for data analysis. Although Turkish preschool teachers’ compassion levels were found to be higher than Czech participants, the Turkish preschool teachers’ psychological well-being was lower. While participants’ compassion did not differ significantly across gender, parent/non-parent status, or the presence/absence of children with special needs in their classrooms, significant differences were associated with age, seniority, personal education level, marital status, age group of children taught, class size, and faith. While psychological well-being did not differ significantly across presence/absence of special-needs children, seniority, personal education level, age group of children taught, or faith, there were significant differences across gender, age, parenthood, marital status and class size. There was also a positive and moderately significant relationship between the preschool teachers’ compassion and their psychological well-being.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Early Childhood Education Journal

ISSN

1082-3301

e-ISSN

1573-1707

Svazek periodika

52

Číslo periodika v rámci svazku

6

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

15

Strana od-do

1165-1179

Kód UT WoS článku

001002871700001

EID výsledku v databázi Scopus

2-s2.0-85161297695