Associations among preschool classroom chaos, work climates, and child outcomes

• Published in: Teaching and teacher education 2025-01, Vol.153, p.104821, Article 104821
• Main Authors: Byun, Sooyeon, Jeon, Lieny
• Format: Article
• Language: English
• Subjects: Classroom chaos; Director; Early care and education; Social, emotional, and behavioral functioning; Teacher; Work climate
• ISSN: 0742-051X
• DOI: 10.1016/j.tate.2024.104821

This study examined the associations between two unique features of classroom chaos (chaotic structure and chaotic atmosphere) in preschool settings and teacher-perceived child functioning, and the roles of teacher- and director-perceived work climates. Multilevel modeling was used to analyze the nested data of 329 children within 53 classrooms. The study found distinct roles of chaotic structure and atmosphere. Moreover, the congruence/incongruence between teacher- and director-perceived work climates significantly moderated the associations between classroom chaos and teacher-perceived child outcomes. The findings highlight the importance of considering multidimensional preschool environments and promoting positive work climates perceived by both teachers and directors. •Classroom chaos in preschool has distinct features including chaotic structure and chaotic atmosphere.•Chaotic structure and chaotic atmosphere have unique associations with teacher-perceived child outcomes.•Work climates significantly moderated the associations between classroom chaos and teacher-perceived child behaviors.•Director-perceived work climate moderated the interaction between teacher-perceived work climate and chaotic structure.•When both teachers and directors perceive positive work climates, teachers recognize more child challenges.