Social-emotional competence as the promotive and protective factor for Chinese school teachers’ well-being

Linyun Fu , Hui Hu , Chenxiao Wang , Ingrid D. Lui , Juyeon Lee
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Abstract

Teaching is widely recognized as one of the most emotionally demanding and high-stress professions worldwide. In China, these challenges are particularly pronounced due to unrealistically high expectations for teachers, excessive workloads, and intense pressure on students’ academic performance imposed by both the educational system and societal expectations. From a strength-based perspective, this study explores the resilience mechanisms focusing on how teachers’ social-emotional competence (SEC) can promote their overall well-being in the face of job burnout. With a stratified cluster random sample of 606 elementary and middle school teachers from 40 schools at the county level in southwest China, this study examined the relations among burnout, SEC, and well-being, utilizing mixed effects models that accounted for various teacher- and school-level variables. The findings highlight the dual roles of teacher SEC as both a promotive and protective factor for well-being, mitigating the negative effects of burnout. Calling for more research, this study provides valuable insights into the important roles of teacher SEC and discusses implications for developing professional development programs for teachers and educational reforms in China.
社会情绪能力对学校教师幸福感的促进和保护作用
教学被广泛认为是世界上最需要情感和压力最大的职业之一。在中国,由于对教师不切实际的高期望,繁重的工作量,以及教育制度和社会期望对学生学习成绩施加的巨大压力,这些挑战尤为明显。本研究以教师的社会情绪能力为研究对象,探讨教师面对工作倦怠时,社会情绪能力对教师整体幸福感的影响机制。本研究以西南地区40所县级学校的606名中小学教师为样本,采用混合效应模型,考虑了教师和学校层面的不同变量,考察了职业倦怠、安全感和幸福感之间的关系。本研究结果强调了教师职业倦怠的双重作用,即作为幸福感的促进因素和保护因素,减轻了职业倦怠的负面影响。本研究对教师专业发展的重要作用提供了有价值的见解,并讨论了中国教师专业发展计划和教育改革的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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