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...
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| Published in | Psychology in the schools Vol. 57; no. 11; pp. 1741 - 1756 |
|---|---|
| Main Authors | , , , |
| Format | Journal Article |
| Language | English |
| Published |
Hoboken
Wiley
01.11.2020
Wiley Subscription Services, Inc |
| Subjects | |
| Online Access | Get full text |
| ISSN | 0033-3085 1520-6807 |
| DOI | 10.1002/pits.22432 |
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| Abstract | 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. |
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| AbstractList | 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. |
| Audience | Elementary Education |
| Author | Gist, Alexander Pinto, Joana B. R. Cooray, Muthutantrige S. Oberle, Eva |
| Author_xml | – sequence: 1 givenname: Eva orcidid: 0000-0001-7815-2563 surname: Oberle fullname: Oberle, Eva email: eva.oberle@ubc.ca organization: The University of British Columbia – sequence: 2 givenname: Alexander surname: Gist fullname: Gist, Alexander organization: The University of British Columbia – sequence: 3 givenname: Muthutantrige S. surname: Cooray fullname: Cooray, Muthutantrige S. organization: The University of British Columbia – sequence: 4 givenname: Joana B. R. surname: Pinto fullname: Pinto, Joana B. R. organization: The University of British Columbia |
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| Notes | 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 |
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| SubjectTerms | 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 |
| Title | Do students notice stress in teachers? Associations between classroom teacher burnout and students' perceptions of teacher social–emotional competence |
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