Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence

Dados Bibliográficos

ID21376554
AutoresE Oberle (0000-0001-7815-2563, The Human Early Learning Partnership, School of Population and Public Health The University of British Columbia Vancouver British Columbia Canada, autor correspondente), Alexander Gist (Department of Educational and Counseling Psychology, and Special Education The University of British Columbia Vancouver British Columbia Canada), Muthutantrige S Cooray (The Human Early Learning Partnership, School of Population and Public Health The University of British Columbia Vancouver British Columbia Canada), Joana B R Pinto (Department of Educational and Counseling Psychology, and Special Education The University of British Columbia Vancouver British Columbia Canada)
Ano2020
Volume57
Fascículo11
Páginas1741-1756
Data de publicação2020-11-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoPsychology in the Schools (JOURNAL)
Identificadores do periódicoISSN: 0033-3085 • E-ISSN: 1520-6807
EditoraWiley (PUBLISHER • GB)
DOI10.1002/pits.22432
OpenAlexW3044574179
IdiomaEN
Citações recebidas33
Referências citadas57

The goal of the present study was to investigate the link between elementary school teacher burnout and students' perceptions of teacher social–emotional competence (SEC). A total of 676 Grades 4–7 students in 35 classrooms rated their classroom teachers' SEC. In addition, teachers self‐reported their current level of experienced burnout at work (i.e., depersonalization and emotional exhaustion). Multilevel analyses revealed significant classroom‐level variability (i.e., 34%) in student‐ratings of teacher SEC. Teacher burnout significantly predicted student‐rated teacher SEC, over and above significant student‐level variables (school self‐concept, sense of autonomy in the classroom) and contextual variables (teacher age, school neighborhood income). Specifically, higher levels of teacher burnout were related to receiving lower SEC ratings by students. Teacher burnout explained a significant portion of the classroom‐level variability in student‐rated teacher SEC. The present study emphasizes the link between teacher burnout and the SEC. Furthermore, given that teacher reports (burnout) were linked to student reports (teacher SEC), these findings also suggest that students notice stress in their classroom teacher

Autonomy · Burnout · Competence (human resources) · Depersonalization · Developmental psychology · Emotional exhaustion · Notice · Pedagogy · Perception · Student teacher · Teacher education · Clinical Psychology · Early Childhood Education and Development · Motivation and Self-Concept in Sports · Psychology · Social Psychology · Teacher Professional Development and Motivation