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Article

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

by
Wanying Zhang
1,
Erlin He
2,*,
Yaqing Mao
1,
Shilong Pang
1 and
Jin Tian
3
1
Faculty of Education, Beijing Normal University, Beijing 100875, China
2
College of International Education, Shanghai University, Shanghai 200444, China
3
Heyuan Health School, Heyuan 517000, China
*
Author to whom correspondence should be addressed.
Sustainability 2023, 15(3), 2061; https://doi.org/10.3390/su15032061
Submission received: 12 December 2022 / Revised: 4 January 2023 / Accepted: 19 January 2023 / Published: 21 January 2023
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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.

1. Introduction

Teaching is a high-stress profession, and teachers in many countries are experiencing serious emotional problems related to the stress and burnout of their job [1]. Teacher job burnout is a complex syndrome characterized by emotional exhaustion, depersonalization and low accomplishment [2]. Since the late 1970s, many empirical studies have proved the negative effect of job burnout on teachers [3,4]. Job burnout not only impairs the teachers’ health physically as well as mentally, but also undermine performance which lead to negative academic and behavioral outcomes for students [5]. According to a nation-wide survey in China, compared with ten years ago, the emotional exhaustion and depersonalization of teachers in K12 schools have significantly increased, and they have more severe feelings of anxiety and fatigue [6]. In addition, chronic high stress levels have caused some teachers to leave the profession and caused staffing problem, which may degrade the quality of instruction due to high turnover. Admittedly, improving the external environment is an important breakthrough to solve the problem of teacher burnout, but when the external environment is difficult to change in the short term, self-improvement becomes an effective way to solve and prevent burnout [7].
In 1995, Goleman introduced social-emotional intelligence and identified it as the skills and abilities used by individuals to demonstrate characteristics such as enthusiasm, self-control, and persistence that define a person’s personality [8]. Later researchers used social-emotional competence to refer to a set of abilities related to their adaptability and social development that individuals acquire and apply [9,10]. In fact, Social-emotional competence is based on social-emotional intelligence, and the existing related literature has consistently shown that social-emotional competence has a significant effect on supporting teachers’ ability to prevent burnout. For instance, a meta-analytic research conducted by Zheng and Guo [11] showed that teachers’ social-emotional intelligence negatively correlated with job burnout. While social-emotional competence is regarded as the application of social-emotional intelligence in various specific situations [12], teacher social-emotional competence may be an important internal individual factor affecting teacher burnout [13]. In the light of this, focusing on and fostering teacher social-emotional competence has become a new hope for alleviating burnout, which is critical to the sustainability of the teacher staff. Thus, it is important to explore the black box of how teacher social-emotional competence affects job burnout.

2. Theoretical Background and Hypothesis Development

2.1. Theoretical Framework

When teachers are under prolonged work stress, they not only develop subhealthy psychology such as anxiety, stress, and depression [14], but also severely deplete individual resources, which can lead to job burnout. To explain and prevent job burnout, Hobfoll [15] proposed Conservation of Resources Theory (COR) to describe the interaction of resources between individuals and the social environment, and tried to explain the causes of stress from the perspective of resource gain and loss. School work can deplete teachers’ personal resources, which can lead to job burnout, and it could be mitigated if teachers have sufficient personal resources [16]. In school, teachers need to consume internal resources to meet the demands of their work and find other supportive resources around them to alleviate the negative effects of burnout to compensate for the loss of their own resources [17]. Teachers require significant internal resources to regulate emotions to cope with the demands of their work [18]. In this sense, teacher social-emotional competence is a positive resource for the individual internally [19]. However, as Wright and Bonett [20] indicated, psychological well-being as a positive emotional resource can help individuals to better deal with the various demands of life and work, and compensate for resource depletion. Many studies have confirmed the positive role of well-being in reducing job stress and providing job satisfaction [21,22]. In addition, several studies have also suggested that teacher-student relationship can affect teacher well-being and psychological health [23]. Meanwhile, the fact that teacher-student relationship can predict teacher burnout has also been confirmed [24]. Thus, based on COR theory, this study focuses on three key factors contributing to teacher job burnout: teacher social-emotional competence, teacher-student relationship and teacher well-being.

2.2. Hypothesis Development

The present studies have shown that the essence of job burnout in employees is emotional exhaustion [25], and engaging in work with human objects makes employees more prone to burnout [26]. Weakening or strengthening certain emotional experiences for self-regulation is an effective way to prevent burnout [27]. Social-emotional competence is the ability to positively perceive and manage emotions, which can help teachers improve their self-esteem and self-confidence [28]. Therefore, as an internal resource of the individual, teacher social-emotional competence is the key to alleviating job burnout. Grounded in the literature review above, this study posits the following hypothesis:
Hypothesis 1 (H1).
Teacher social-emotional competence is negatively related to teacher job burnout.
Teacher-student relationships may be an important mediating variable for the influence of teacher social-emotional competence on burnout. First, teacher social-emotional competence may be an antecedent variable of the teacher-student relationship. The teacher-student relationship is essentially an emotional relationship, and teachers’ sensitivity to perceive students’ emotional needs and their attunement to their own emotions both affect their relationship with students [29]. Secondly, good teacher-student relationships can increase teachers’ sense of accomplishment and effectively reduce their depersonalization and emotional exhaustion, whereas poor teacher-student relationship can cause teachers to feel considerable burnout and stress [30]. Drawing on this literature, this study suggests the following hypothesis:
Hypothesis 2 (H2).
Teacher-student relationship mediates the relationship between teacher social-emotional competence and teacher job burnout.
Hypothesis 3 (H3).
Teacher social-emotional competence is positively related to teacher-student relationship.
Hypothesis 4 (H4).
Teacher-student relationship is negatively related to teacher job burnout.
Teacher well-being may partially mediate the relationship between teacher social-emotional competence and burnout. First, social-emotional competence can positively influence well-being, and according to the Broadened-build theory of positive emotions, positive emotional experiences can both enhance individuals’ well-being and have a positive value on individuals’ thinking-action categories [31]. Vesely et al. [32] considered emotional intelligence as a personal resource for teachers to attain happiness. Furthermore, Zinsser et al. [33] stated that teachers gain social-emotional support after participating in social-emotional learning programs, thus feeling less frustrated, able to be more satisfied with their jobs, and having a higher sense of well-being. Second, prior studies have found that teachers with low happiness are more likely to experience burnout [34]. Hence, improving teacher well-being not only helps to enhance their performance and reduce burnout, but also has a significant impact on the survival and sustainability of the entire organization [35]. In view of the above analysis, we therefore propose the following hypothesis:
Hypothesis 5 (H5).
Teacher well-being mediates the relationship between teacher socio-emotional competence and teacher job burnout.
Hypothesis 6 (H6).
Teacher social-emotional competence is positively related to teacher well-being.
Hypothesis 7 (H7).
Teacher well-being is negatively related to teacher job burnout.
The correlation between teacher-student relationship and teacher well-being has also drawn attention from academia. On the one hand, positive teacher-student relationship could effectively improve teacher well-being. Yao [36] proposed that social relationship is one of the most important factors that can influence teacher well-being. In addition, teacher well-being was higher in schools that were able to construct good supportive interpersonal relationships [37]. Zhang and Pang [38], conducting in-depth interviews with Chinese teachers, highlighted the role of teacher-student relationship in predicting teacher well-being. Similarly, Hargreaves [39] indicated that good teacher-student relationship is the most important source of teacher motivation and happiness, while teacher-student alienation and conflict are important threats to teacher well-being. Based on the preceding discussion, it can be found that teacher social-emotional competence positively predicts teacher-student relationship, and positive teacher-student relationship positively affect teacher well-being. In addition, teacher well-being in turn can prevent job burnout, and teacher-student relationship and teacher well-being act chain mediating role between teacher social-emotional competence and job burnout. Therefore, the study proposed the following hypothesis (Figure 1):
Hypothesis 8 (H8).
Teacher-student relationships and teacher well-being play a chain mediation role between teacher socio-emotional competence and job burnout.

3. Method

3.1. Participants and Procedures

We collected data of teacher in 14 public elementary schools in two districts of Beijing. Considering school size and location (urban, rural, and suburban), the schools were selected according to a stratified random sample. Prior to data collection, we communicated with school officials to obtain the consent of the teachers, and our study was approved by the ethics committee of author’s institution. To reduce the social desirability effect, we used paper-based questionnaire. The questionnaire was administered and distributed by professionally trained graduate students of education It took about 10 min to complete all the questionnaires. All teachers were informed about the anonymity and confidentiality of the survey, completed the questionnaire on site, and returned it directly to the researchers.
In total, 1100 questionnaires were distributed and 1039 returned. 990 valid questionnaires were obtained, yielding an effective rate of 90%. The percentage of male and female teachers were 18.1% and 81.9% respectively. Most teachers had a bachelor’s degree, accounting for 83.4%. 67.5% of teachers have 10 years or more of teaching experience.

3.2. Measures

Except for the teacher-student relationship scale, all other scales were developed in the Chinese context. The teacher-student relationship scale was translated into Chinese by three bilingual (English-Chinese) graduate students and then back-translated into English to ensure equivalent meanings [40].
Teacher Job Burnout. We employed a 22-itemcale develop by Wu et al. [41], to measure teacher job burnout. The scale was development in Chinese context which contains 3 dimensions, low achievement, emotional exhaustion, and dehumanization. The scale was scored on a Likert −5 scale, with higher scores indicating more severe job burnout. In this measurement, the coefficient α of the scale was 0.899, and the validation factor (χ2/df = 6.199, RMSEA = 0.082, SRMR = 0.057, CFI = 0.926, TLI = 0.917) reached acceptable levels.
Teacher Social-emotional Competence. Teacher social-emotional empowerment was related by teachers using 30 items taken from Li [42]. The item includes six dimensions, self-awareness, self-management, others-awareness, others-management, collective-awareness, and collective-management. Higher scores indicating higher socioemotional competence. The coefficient α was 0.956, and the validation factor (χ2/df = 3.490, RMSEA = 0.058, SRMR = 0.047, CFI = 0.925, TLI = 0.916) reached acceptable levels.
Teacher-Student Relationship. In this study, positive teacher-student relationship was selected as a measurement variable with 6 items and scored on a Likert −5 scale, with higher scores indicating a better teacher-student relationship [43]. The coefficient α was 0.876.
Teacher Well-Being. We measured teacher well-being using the 18-items taken from Zheng et al. [44]. The scale was divided into three dimensions of work well-being, life well-being and mental well-being Likert −7 scale was used, higher scores indicating higher levels of teacher well-being. The coefficient α was 0.959, and the validation factor (χ2/df = 8.311, RMSEA = 0.099, SRMR = 0.040, CFI = 0.926, TLI = 0.914) reached acceptable levels.
Control variables. Previous studies related to teacher job burnout considered gender, teaching years as control variables [45,46]. Therefore, this study included a set of teacher demographic variables in the model. Gender (male = 1, female = 2), teaching years (less than 10 years = 1, 10–20 years = 2, 20–30 years = 3, 30–40 years = 4, 50+ years = 5) and level of education (general upper secondary = 1, post-secondary = 2, undergraduate = 3, master’s degree and above = 4) were measured as categorical variables.

3.3. Data Analysis

For statistical processing, we used SPSS 20.0 for descriptive statistical analysis, correlation analysis, and reliability testing. AMOS 21.0 was used to test the validity of the measurement instruments as well as structural equation modeling (SEM).

4. Results

The results included two stages. In the first stage, common method deviation tests and correlation tests were conducted to verify if the data met the preconditions of the hypothesis tests; in the second stage, hypothesis testing was performed.
In the hypothesis testing, we used Structural Equation Modelling (SEM) and bootstrapping tests as recommended by Preacher and Hayes [47]. Structural equation modeling (SEM) is a multivariate statistical analysis method used to test hypotheses about the relationship between observed and latent variables and latent and latent variables [48]. The bootstrapping test consists of calculating the indirect effects of the independent variables using a resampling estimation technique to generate confidence intervals (CIs) for the results. In bootstrapping test, point estimates of total, indirect, and direct effects represent the mean of a bootstrap sample of 5000 [49]. The standardized effect sizes produced by these estimates are comparable to those produced by SEM. We used the index recommended by Hu et al. to assess the model fit: Root Mean Square Error of Approximation (RMSEA), Standardized Root Mean Square Residual (SRMR), Comparative Fit Index (CFI), and Tucker-Lewis index (TLI) [50]. According to Hu et al., model fits with CFI > 0.90, SRMR < 0.11, TLI > 0.90 and RMSEA < 0.1 were acceptable [51].

4.1. Common Method Deviation Test

The problem of Common Method Biases (CMBs) inevitably arises when questionnaires are used to collect data. To reduce common method biases, researchers mostly use procedural control and statistical control. At first, we used procedural control to reduce common method biases at the source as much as possible. Specific practices include arranging the scale questions in an order that does not follow the order of the variables centrally, etc. Secondly, Harman’s one-way test of common method bias was used in this study. The results of the unrotated exploratory factor analysis extracted a total of eight factors with a characteristic root large 1. The maximum factor variance explained was 20.8% (less than 40%). Therefore, there was no serious common method bias in this study [52].

4.2. Correlation and Descriptive Test

Table 1 shows the relationships between control variables and four main variables. It was found that: teacher social-emotional competence was significantly and positively correlated with teacher-student relationship and well-being and negatively correlated with burnout; teacher-student relationship was significantly positively correlated with well-being and negatively correlated with burnout; well-being was significantly negatively correlated with burnout. The above correlations supported further hypothesis testing.

4.3. Hopothese Test

To carry out hypothesis testing, we constructed a SEM with teacher social-emotional competence as the independent variable, teacher job burnout as the dependent variable, and teacher-student relationship and well-being as mediating variables. Control variables (gender, years of teaching experience, and level of educational background) were also included. As shown in Figure 2. The model fit indices (χ2/df = 5.493, RMSEA = 0.075, SRMR = 0.053, CFI = 0.930, TLI = 0.920) are within the suggested values to further explain the model.
Firstly, according to Figure 2, the direct path from teacher socio-emotional competence to teacher job burnout was significant (γ = −0.15, p < 0.05). Secondly, teacher social-emotional competence significantly and positively predicted teacher-student relationship (γ = 0.76, p < 0.001); teacher-student relationship significantly and negatively predicted burnout (γ = −0.60, p < 0.001). Indicating that teacher-student relationship plays a mediation role between teacher social-emotional competence and teacher job burnout. Finally, teacher-student relationship was able to positively predict teacher well-being (γ = 0.37, p < 0.001). Combined with the previous analysis, it can be tentatively verified that teacher-student relationship and well-being play a chain mediation role between teacher social-emotional competence on teacher job burnout. H1, H3, H4, H6, and H7 were initially tested. Teacher social-emotional competence had effects on teacher job burnout through four paths:
Path 1: social-emotional competence (SEC) → teacher-student relationship (TS) → well-being (WB) → job burnout (JB);
Path 2: social-emotional competence (SEC) → well-being (WB) → job burnout (JB);
Path 3: social-emotional competence (SEC) → teacher-student relationship (TS) → job burnout (JB);
Path 4: social-emotional competence (SEC) →job burnout (JB).
To further test the hypotheses, bootstrapping (5000 samples at 95% confidence intervals) method was used. As shown in Table 2, the mediation effect of Path 1 was 0.129, accounting for 16.06% total indirect effect. The confidence interval of Percentile 95% CI was (−0.119, −0.03), Z = −2.957, which indicated that the chain mediation effect was significant. It meant teacher-student relationship and teacher well-being played a chain mediation role between teacher social-emotional competence and job burnout. H8 was verified. The mediation effect of Path 2 was 0.092, accounting for 11.44% total indirect effect (Percentile 95% CI = (−0.107, −0.014), Z = −1.958). It showed that teacher well-being played a mediation role between teacher social-emotional competence and job burnout, and H5 was tested. The mediation effect of Path 3 was 0.585, accounting for 72.50% total indirect effect. The confidence interval of Percentile 95% CI was (−0.422, −0.182), Z = −4.983. It meant the mediation effect of teacher-student relationship was significant and H2 was verified. Meanwhile, the mediation effect of Path 4 was 0.194, the confidence interval of Percentile 95% CI was (−0.207, −0.023), Z = −2.085 That was to say the direct effect was significant and H1 was verified.
To further examine the differences between these paths, we used the bias-corrected percentile Bootstrap test (5000 samples). The results were shown in Table 3. Firstly, there was a significant difference between Path 1 and Path 3. Path 3 was significantly better than Path 1 (Percentile 95% CI = [0.133, 0.342], Z = 4.358). Then, there was a significant difference between Path 2 and Path 3. Path 3 was better than Path 2 (Percentile 95% CI = [−0.358, −0.151], Z = −4.755). Meanwhile, there is a significant difference between Path 3 and Path 4. Path 3 was significantly better than Path 4(Percentile 95% CI = [−0.360, −0.055], Z = −2.610). In short, it was showed that the separate mediation effect of teacher-student relationship was the most significant among the four paths.

5. Discussion

Basing on the emerging body of research that emphasizes teacher emotions’ influences on job burnout [53,54], this study was conducted to gain more refined insights into means by which teacher social-emotional competence influences teacher job burnout. The results clarified that teacher social-emotional competence was positively related to teacher job burnout; teacher-student relationship mediated the relationship between teacher social-emotional competence and job burnout; teacher well-being mediated the relationship between teacher social-emotional competence and job burnout; teacher-student relationship and teacher well-being played a chain-mediation role between teacher social-emotional competence and job burnout. Below, we further explain the conclusions, identify practical implications, and conclude with the limitations of the study (Table 4).

5.1. Interpretation of the Findings

First, out study revealed that teacher social-emotional competence can significantly and negatively predict teacher job burnout, which offers more empirical insights into understanding the importance of teacher social-emotional competence in China’s educational settings. Social-emotional competence is based on emotional intelligence. Previous studies have found that teachers’ emotional intelligence and emotional management competence can significantly and negatively predict their job burnout [55,56]. Our study supports and enriches the previous research findings. As mentioned earlier, teacher burnout is a result of long-term inability to cope with work stress [57]. Teachers with higher social-emotional competence are not only better able to realize their emotional changes and timely adjust to the work environment [58,59], but also able to build good relationships with others and the group to obtain support [60], which have a buffering effect on burnout. In addition, after controlling for the mediating variables of teacher-student relationship and well-being, social-emotional competence still negatively predicted job burnout. Indicating that teacher social-emotional competence can directly affect job burnout, or there may be other mediation variables between them.
Second, our findings indicated that teacher-student relationship and teacher well-being play separate mediating roles on teacher social-emotional competence and burnout, respectively. In terms of teacher-student relationships, this study validated the findings that teachers with higher social-emotional competence are more likely to establish positive teacher-student relationships with their students [13]. The basis of good teacher-student relationships is trust, respect, and understanding. Teachers with higher social-emotional competence are more empathic [61,62,63], able to think from the students’ point of view when dealing with their problems. They will have more tolerant and understanding of their students [13]. Thus, they can establish an intimate relationship with students. In terms of teacher well-being, former research has identified emotional intelligence as an important antecedent variable in predicting teacher well-being [32]. Our findings further support this conclusion. Today’s teachers face ever-increasing demands. They develop emotional stress when faced with these challenges [13]. High levels of emotional stress can reduce teacher well-being and ultimately lead to burnout. When teachers experience the capacity to navigate these social and emotional challenges, teaching becomes more enjoyable and they feel productive and well-being [64].
Third, using a chain-mediation framework, our study confirmed that teacher social-emotional competence not only affects job burnout directly, but also indirectly through the chain mediating effects of teacher-student relationship and well-being. Among all the paths, we found the path “social-emotional competence → teacher-student relationship → job burnout” is optimal. It means the amount of effect of the individually mediated path of teacher-student relationship is significantly higher than the amount of effect of the chain mediated, direct path and another individually mediated path. The data suggest that teacher social-emotional competence is the most effective path to alleviate burnout through improving teacher-student relationships. Being able to effectively manage interpersonal relationships is a concrete manifestation of better social-emotional competence, the essence of which is the social construction of relationships [65]. It is obvious that teacher-student relationship is the most dominant and direct interpersonal relationships in teachers’ teaching work.

5.2. Theoretical Significance

First, this study investigated the current situation of teachers’ occupational stress burnout during the critical period of basic education reform in China, verified the influence of Chinese teacher social-emotional competence on teacher job burnout and its mechanisms, and provided strong support for the applicability of resource conservation theory in China. School work usually deplete teachers’ personal resources. Our research found that teacher social-emtional competence, as their personal resources, is helpful to relieve teacher job burnout.
Second, our findings suggest that teacher social-emotional competence has a significant effect on teacher job burnout, which offers more empirical insights into understanding the importance of principal teacher social-emotional competence in China’s educational settings. Despite evidence that teachers make important contributions to ideal classroom and student outcomes [13], most of the research that has been done on social-emotional competence has focused on student [66,67], but little attention has been paid to teachers’ own development. Teacher social-emotional competence has been underappreciated [68]. It has been shown that teacher job burnout affects the implementation of social-emotional competence programs in schools [69]. In recent years, the field of teacher education has begun to emphasize social-emotional competence [70,71]. This study adds to the beneficial effects of teacher social-emotional competence in eastern cultural contexts.
Third, our findings shed more light on the mechanisms by which teacher social-emotional competence influences job burnout, exploring the separate and chained mediation roles of teacher-student relationships and well-being. The prominent mediation role of teacher-student relationships illustrates that an individual’s social-emotional competence functions through social interaction. Interaction is a process by which individuals grasp roles. Positive social interactions contribute to reducing teachers’ professional stress and thus burnout.

5.3. Practical Significance

The Chinese education sector attaches great importance to teacher development and training. The National Medium and Long-Term Education Reform and Program (2010–2020) proposes to allocate 5% of education funding to teacher development. However, almost all forms of teacher training in China focus only on teachers’ teaching knowledge and skill enhancement, with a serious lack of attention to teachers’ emotions and teacher feelings. However, teachers’ psychological problems and job burnout are becoming increasingly prominent under the constant pressure of high social concern. This study provides evidence that the education sector is concerned about teachers’ emotions and feelings.
Our findings suggest that teacher social-emotional competence is beneficial in alleviating burnout. Research in developmental psychology has shown that the brain structure of adults is still plastic and their psychology is in a constant state of development [72,73]. Therefore, teachers’ psychological development needs to be given appropriate attention, guided and trained in professional training. School administrators should pay attention to the development of teacher social-emotional competence and incorporate it into school development plans as an important part of school transformation. For educational policy makers and related administrations, they should recognize the importance of teacher social-emotional competence and include courses related to social-emotional competence in teacher education as well as in pre-service and post-service teacher training. An experimental study in a Chinese cultural context found that training led to effective improvement in teacher social-emotional competence [74]. The training courses are conducive to the improvement of social emotional competence and other skills of teachers, and help them to build up social emotional beliefs [75].

5.4. Limitations and Future Research

Despite the theoretical and practical implications of this study, there are several limitations that need to be noted.
First, the use of cross-sectional data limits causal inference. In future studies, the robustness of the model can be further verified by tracking data or experimental methods to improve the internal validity of the findings. Second, with respect to the representativeness of the sample, this study was conducted in a Chinese school setting, and we are uncertain to what extent the findings can be generalized to other institutions in China and other cultural contexts, such as Western societies. Future research could use a congruency-typology model to explore the application of the models in our study to societies with different cultural and institutional contexts [76]. Finally, there may be other mediation pathways between teacher social-emotional competence and teacher job burnout in terms of research content that could be further explored in future studies.

6. Conclusions

In summary, teacher social-emotional competence can not only directly and negatively influence teacher job burnout, but also indirectly influence teacher burnout through the separate mediating role and chain mediating role of teacher-student relationship and well-being. To improve teacher job burnout and promote teachers’ sustainable development, administrators should recognize the importance of teacher social-emotional competence, pay attention to teachers’ well-being, and promote the improvement of teacher-student relationships.

Author Contributions

Conceptualization, W.Z. and E.H.; methodology, W.Z., E.H. and S.P.; formal analysis, W.Z. and S.P.; data curation, Y.M. and J.T.; writing—original draft preparation, W.Z. and J.T.; writing—review and editing, Y.M. and S.P.; supervision, Y.M.; project administration, Y.M. and E.H.; funding acquisition, E.H. All authors have read and agreed to the published version of the manuscript.

Funding

This research was funded by the National Youth Project of the National Education Science ‘14th Five-Year Plan’ 2022, Ministry of Education of PRC, grant number CHA220292.

Institutional Review Board Statement

This study was carried out in accordance with the recommendations of the Ethics Committee of Shanghai University. The protocol was approved by the Ethics Committee of Shanghai University in this study. Written informed consent was obtained from the individual(s) for the publication of any potentially identifiable images or data included in this article.

Informed Consent Statement

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Not applicable.

Conflicts of Interest

The authors declare no conflict of interest.

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Sustainability 15 02061 g001 550
Figure 1. The proposed chain mediation model.
Figure 1. The proposed chain mediation model.
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Figure 2. Chain mediation model of socio-emotional competence and job burnout. Notes: T1 to T6 are 6 items that measure positive teacher-student relationship. n = 990. Standardized coefficients are reported. * p < 0.05, *** p < 0.001.
Figure 2. Chain mediation model of socio-emotional competence and job burnout. Notes: T1 to T6 are 6 items that measure positive teacher-student relationship. n = 990. Standardized coefficients are reported. * p < 0.05, *** p < 0.001.
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Table
Table 1. Descriptive and correlation analysis (n = 900).
Table 1. Descriptive and correlation analysis (n = 900).
VariableMSD1235678
1. Gender1.820.39—
2. Teaching years3.571.8−0.05—
3. Education level3.040.410.13 **−0.34 **—
5. Social-emotional competence4.330.470.08 *0.02−0.01—
6. Teacher-student relationship4.380.540.14 **−0.02−0.010.67 **—
7. Well-being5.660.990.06 *−0.01−0.020.46 **0.49 **—
8. Job burnout2.140.55−0.18 **0.040.01−0.45 **−0.46 **−0.54 **—
Notes: M: * p < 0.05, ** p < 0.01 (two-tailed); M: mean; SD: standard deviation; n = 990; Reliability coefficients for the scales are in parentheses along the diagonal.
Table
Table 2. Summary of hypothesis testing results.
Table 2. Summary of hypothesis testing results.
PathPoint EstimateProduct of CoefficientsBootstrappingEffect Effectiveness Ratio
Bias-Corrected 95% CIPercentile95% CI
Std.Unstd.SEZLowerUpperLowerUpper
1SEC→TS→WB→JB−0.101−0.0680.023−2.957−0.125−0.033−0.119−0.0310.12916.06%
2SEC→WB→JB−0.072−0.0470.024−1.958−0.110−0.015−0.107−0.0140.09211.44%
3SEC→TS→JB−0.456−0.2990.060−4.983−0.431−0.192−0.422−0.1820.58572.50%
4SEC→JB−0.151−0.0980.047−2.085−0.216−0.028−0.207−0.0230.194
5Total effect−0.780−0.5120.108−4.741−0.735−0.312−0.737−0.314
Notes: SEC = social-emotional competence; TS = teacher-student relationship; WB = well-being; JB = job burnout.
Table
Table 3. Summary of hypothesis path comparison results.
Table 3. Summary of hypothesis path comparison results.
Point EstimateProduct of CoefficientsBootstrapping
Hypothesis PathBias-Corrected 95% CIPercentile 95% CI
SEZLowerUpperLowerUpper
Contrast 1 (Path 1-Path 2)−0.0210.028−0.750−0.0790.034−0.0740.041
Contrast 2 (Path 1-Path 3)0.2310.0534.3580.1440.3560.1330.342
Contrast 3 (Path 1-Path 4)0.0310.0460.674−0.0500.133−0.0520.132
Contrast 4 (Path 2-Path 3)0.2520.0534.7550.3800.1640.3580.151
Contrast 5 (Path 2-Path 4)0.0520.0421.238−0.0280.144−0.0310.140
Contrast 6 (Path 3-Path 4)−0.2010.077−2.610−0.383−0.075−0.360−0.055
Table
Table 4. Summary of results.
Table 4. Summary of results.
HypothesesFindings
H1: SEC influences JBSupported
H2: Mediation role of TSSupported
H3: SEC influences TSSupported
H4: TS influences JBSupported
H5: Mediation role of WBSupported
H6: SEC influences WBSupported
H7: WB influences JBSupported
H8: Chain mediation role of TS and WBSupported
Notes: SEC = social-emotional competence; TS = teacher-student relationship; WB = well-being; JB = job burnout.
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Zhang, W.; He, E.; Mao, Y.; Pang, S.; Tian, J. How Teacher Social-Emotional Competence Affects Job Burnout: The Chain Mediation Role of Teacher-Student Relationship and Well-Being. Sustainability 2023, 15, 2061. https://doi.org/10.3390/su15032061

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Zhang W, He E, Mao Y, Pang S, Tian J. How Teacher Social-Emotional Competence Affects Job Burnout: The Chain Mediation Role of Teacher-Student Relationship and Well-Being. Sustainability. 2023; 15(3):2061. https://doi.org/10.3390/su15032061

Chicago/Turabian Style

Zhang, Wanying, Erlin He, Yaqing Mao, Shilong Pang, and Jin Tian. 2023. "How Teacher Social-Emotional Competence Affects Job Burnout: The Chain Mediation Role of Teacher-Student Relationship and Well-Being" Sustainability 15, no. 3: 2061. https://doi.org/10.3390/su15032061

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