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

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‐re...

Full description

Saved in:
Bibliographic Details
Published inPsychology in the schools Vol. 57; no. 11; pp. 1741 - 1756
Main Authors Oberle, Eva, Gist, Alexander, Cooray, Muthutantrige S., Pinto, Joana B. R.
Format Journal Article
LanguageEnglish
Published Hoboken Wiley 01.11.2020
Wiley Subscription Services, Inc
Subjects
Anxiety
Autonomy
Burnout
Classrooms
Competence
Depersonalization
Elementary Education
Elementary School Students
Elementary School Teachers
Elementary schools
Emotional Development
Emotional intelligence
Fatigue
multilevel modeling
Neighborhoods
Occupational stress
Perceptions
Predictor Variables
Self concept
Social Development
Student Attitudes
Students
student‐ratings of teachers
Teacher Burnout
Teacher Competencies
teacher social–emotional competence
teacher stress and well‐being
Teacher Student Relationship
Teachers
Variability
Online AccessGet full text

Cover

More Information
Summary: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.
Bibliography:Portions of these findings were presented in a paper session at the 2019 Social Emotional Learning Exchange, Chicago.
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22432