The purpose of this study is to examine the effects of introductory meetings conducted in preschools on children’s school adjustment and teacher burnout. The study included 110 children in the treatment group and 109 children in the control group. A total of 24 participating teachers, with thirteen in the treatment group and eleven in the control group, were involved in the research. Teachers in the treatment group planned and implemented a one-on-one meeting day with children and parents, lasting approximately half an hour. Six weeks after the schools opened, teachers evaluated the children’s school adjustment levels using the School Adjustment Teacher Rating Scale and assessed teacher burnout using the Teacher Burnout Scale. Additionally, they responded to open-ended survey questions probing the impact of the school adjustment process on children, parents, and teachers. The results indicated that teachers conducting introductory meetings received significantly higher scores in all sub-dimensions of the School Adjustment Scale, including school avoidance, school liking, cooperative participation, and self-directiveness, compared to teachers who did not conduct introductory meetings. There was no significant difference in teacher burnout data between the groups. Open-ended responses data further emphasized that teachers who implemented the practice perceived it as effective in facilitating the school adjustment process.

本研究的目的是检查在学前班举行的介绍性会议对儿童学校适应和教师倦怠的影响。该研究包括治疗组 110 名儿童和对照组 109 名儿童。共有 24 名参与的教师参与了研究，其中治疗组 13 名，对照组 11 名。治疗组的老师计划并实施了与孩子和家长的一对一会议日，持续约半小时。学校开学六周后，教师使用学校调整教师评定量表评估孩子的学校适应水平，并使用教师职业倦怠量表评估教师倦怠。此外，他们还回答了探讨学校调整过程对儿童、家长和教师影响的开放式调查问题。结果表明，与不进行介绍会的教师相比，进行介绍会的教师在学校适应量表的所有子维度上获得的分数都明显更高，包括逃避学校、喜欢学校、合作参与和自我指导。两组之间的教师倦怠数据没有显著差异。开放式回答数据进一步强调，实施这种做法的教师认为它对促进学校适应过程是有效的。