Do Students Notice Stress in Teachers? Associations between Classroom Teacher Burnout and Students' Perceptions of Teacher Social-Emotional Competence.

TL;DR: This study examines the impact of job stress on 50 female teachers in Cuba, identifying causes, symptoms, and effects on their health, motivation, and performance, and proposes strategies to prevent work stress and improve teacher well-being and educational institution effectiveness.

TL;DR: In this paper, the authors analyzed the relationship between emotional abilities and the burnout syndrome and whether the affective balance mediates this interplay, finding that enhanced emotional abilities are directly associated with lower levels of work-related stress, however, negative affect restrains this positive influence.

TL;DR: This systematic review of 15 studies on primary and secondary teacher socio-emotional competencies in Europe (2013-2022) found diverse theoretical frameworks, conceptualizations, and measurement tools, highlighting the need for a unified theoretical model to advance research.

TL;DR: This article examined the effects of an intervention program based on Adlerian psychology on the burned-out teachers by administering the Maslach Burnout Inventory (MBI) and the Achievement Motivation Test.

TL;DR: In this article, the authors used self-concept scales specific to those subject areas in addition to other measures of academic selfconcept to test the structure of selfconcept posited in the Marsh/Shavelson model.

TL;DR: In this paper, the authors examined young adolescents' perceptions of teachers' and peers' multiple classroom supports in relation to motivational outcomes (interest and social goal pursuit) and found that students perceived teacher and peer support differently as a function of teacher and classroom.

TL;DR: The authors investigated components of school climate (i.e., parent/community relations, administration, student behavioral values) and assessed their influence on the core burnout dimensions of Emotional Exhaustion, Depersonalization and feelings of low Personal Accomplishment.

TL;DR: In this article, the authors describe an ongoing program of research on schools as caring communities and find that sense of school community can be enhanced for both students and teachers, that it is associated with a wide range of positive outcomes, and that the potential benefits of enhancing school community may be greatest in schools with large numbers of economically disadvantaged students.