Despite its centrality within the Convention on the Rights of the Child, teachers’ behaviors promoting progressive autonomy, the psychological processes involved in their implementation and their consequences for teachers’ well-being has been neglected. Two studies assess early childhood teachers’ promoting progressive autonomy behaviors and their relationship with their strategies to regulate children’s emotions and their own job well-being. Overall, results support the presence of a virtuous circle where teachers use of strategies improving children’s emotions is associated to higher levels of progressive autonomy promotion and job well-being which in turn has been related to willingness to use affect improvement strategies.
CITATION STYLE
Etchebehere, G., Crego, A., & Martínez-Iñigo, D. (2023). Do the Behaviors of Early Childhood Education Teachers Promote Children’s Progressive Autonomy? The Role of Interpersonal Emotional Regulation and its Consequences for Teachers’ Occupational Well-Being. International Journal of Early Childhood. https://doi.org/10.1007/s13158-023-00363-0
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