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How Teacher Social-Emotional Competence Affects Job Burnout: The Chain Mediation Role of Teacher-Student Relationship and Well-Being

Author

Listed:
  • Wanying Zhang

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Erlin He

    (College of International Education, Shanghai University, Shanghai 200444, China)

  • Yaqing Mao

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Shilong Pang

    (Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Jin Tian

    (Heyuan Health School, Heyuan 517000, China)

Abstract

Teacher social-emotional competence plays a crucial role in teacher professional development as it is associated with effective stress alleviation at work. However, how and under what conditions teacher social-emotional competence contributes to job burnout is a black box. This study aimed to explored the impact of teacher social-emotional competence on job burnout, focusing on the chain mediation effects of teacher-student relationships and teacher well-being. For this undertaking, stratified random sampling was used and the questionnaire was filled out by 990 teachers in 14 primary schools in Beijing. We analyzed these data using structural equation modeling (SEM). The findings suggested that the teacher social-emotional competence and job burnout were negatively correlated, verifying that teacher social-emotional competence can influence job burnout through the separate and chain mediation effects of teacher-student relationship and teacher well-being. In addition, the separate mediation role of the teacher-student relationship had the most significant effect of all mediation paths. To alleviate teacher job burnout and promote the sustainability of teachers’ professional development, we suggested that emphasizing the development of teacher social-emotional competence and the sustained enhancement of teacher well-being, as well as focusing on improving teacher-student relationship.

Suggested Citation

  • Wanying Zhang & Erlin He & Yaqing Mao & Shilong Pang & Jin Tian, 2023. "How Teacher Social-Emotional Competence Affects Job Burnout: The Chain Mediation Role of Teacher-Student Relationship and Well-Being," Sustainability, MDPI, vol. 15(3), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:2061-:d:1043370
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    References listed on IDEAS

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    1. Gissela Lozano-Peña & Fabiola Sáez-Delgado & Yaranay López-Angulo & Javier Mella-Norambuena, 2021. "Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality," Sustainability, MDPI, vol. 13(21), pages 1-26, November.
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    Cited by:

    1. Jing Li & Soon-Yew Ju & Lai-Kuan Kong & Nana Jiang, 2023. "A Study on the Mechanism of Spiritual Leadership on Burnout of Elementary and Secondary School Teachers: The Mediating Role of Career Calling and Emotional Intelligence," Sustainability, MDPI, vol. 15(12), pages 1-16, June.

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