The role of two leadership factors (autonomy-supportive and autonomy-thwarting leadership) and one personal resource (workplace buoyancy) were examined as predictors of three teacher outcomes: ...somatic burden, stress related to change, and emotional exhaustion. Data were collected from 325 Australian teachers in May, 2020 during the first wave of COVID-19. During this time, many Australian children were being taught remotely from home, while other students were attending schools in-person. Findings showed that autonomy-supportive leadership was associated with greater buoyancy and, in turn, lower somatic burden, stress related to change, and emotional exhaustion (while controlling for covariates, including COVID-19 work situation). Autonomy-thwarting leadership was positively associated with emotional exhaustion. In addition, autonomy-supportive leadership was indirectly associated with the outcomes. The findings provide understanding of factors that may be harnessed to support teachers during subsequent waves of COVID-19 and other future disruptions to schooling that may occur.
Background
Identifying factors implicated in teachers' well‐being and turnover intentions is important for driving research, policy, and practice to better support teachers in their work.
Aims
This ...study examined the role of three job resources (autonomy‐supportive leadership, relatedness with colleagues and students) and three job demands (autonomy‐thwarting leadership, time pressure, disruptive student behaviour) in relation to teacher well‐being (subjective vitality, behavioural engagement, professional growth) and turnover intentions.
Sample
Participants were 426 Australian school teachers.
Methods
Structural equation modelling was used to examine main associations and interactions among factors. Teachers' characteristics (gender, teaching experience and educational qualification) and personality factors served as controls in all analyses.
Results
The job resources were generally positively associated with the well‐being factors, whereas time pressure was negatively associated with vitality, but positively associated with behavioural engagement. In addition, relatedness with colleagues and subjective vitality were negatively associated with turnover intentions, whereas the reverse was true for autonomy‐thwarting leadership and time pressure. There were no interaction terms retained in the final model.
Conclusion
Taken together, findings yield understanding about the salient resources and demands in relation to teachers' well‐being and turnover intentions (beyond the role of background characteristics and personality factors).
This study examined the role of two job resources (relatedness with students, relatedness with colleagues), two job demands (time pressure and disruptive student behaviour), and their unique and ...moderated associations with subjective work vitality and, in turn, turnover intentions among teachers during COVID-19. Data were collected from 325 Australian teachers when many schools were closed or reopening after the initial COVID-19 lockdown. Structural equation modelling (SEM) showed that time pressure (negatively) and relatedness with teachers (positively) were associated with subjective vitality. Disruptive behaviour and time pressure (both positively), along with relatedness with students and subjective vitality (both negatively) were associated with turnover intentions. In addition to these main associations, there was one significant interaction providing evidence of the buffering role of relatedness with students on turnover intentions. The findings yield knowledge of job resources that may help support teachers during subsequent waves of COVID-19 and other future disruptions.
The aims of this study were to investigate whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables-teachers' sense of ...stress, teaching efficacy, and job satisfaction-and to examine the interrelationships among the three outcome variables. Along with sense of job satisfaction and teaching efficacy, two types of stress (workload and student behavior stress) were examined. The sample included 664 elementary and secondary school teachers from British Columbia and Ontario, Canada. Participants completed an online questionnaire about the teacher outcomes, perceived school climate, and beliefs about social-emotional learning (SEL). Structural equation modeling was used to examine an explanatory model of the variables. Of the 2 SEL beliefs examined, teachers' comfort in implementing SEL had the most powerful impact. Of the 4 school climate factors examined, teachers' perceptions of students' motivation and behavior had the most powerful impact. Both of these variables significantly predicted sense of stress, teaching efficacy, and job satisfaction among the participants. Among the outcome variables, perceived stress related to students' behavior was negatively associated with sense of teaching efficacy. In addition, perceived stress related to workload and sense of teaching efficacy were directly related to sense of job satisfaction. Greater detail about these and other key findings, as well as implications for research and practice, are discussed.
Teacher-student relationships are an important part of students' interpersonal context at school that impacts their academic development. This study extended prior research into teacher-student ...relationships by exploring the relative balance of negative and positive teacher-student relationships in high school students' academic lives (in each of English, mathematics, science, history, and geography subjects). Also examined was the role of this relational balance in predicting students' school engagement (operationalized by academic participation, enjoyment, and aspirations). The study involved a longitudinal sample of 2,079 students from 18 high schools. Findings identified a significant linear (main) effect, with an increase in the number of positive relationships (relative to negative relationships) with teachers predicting greater school engagement. This was accompanied by a significant curvilinear effect. Specifically, (a) when the relational balance became predominantly negative, students' engagement was lower, but did not decline with an increasing number of negative teacher-student relationships, and (b) when the relational balance became predominantly positive, students' engagement was higher and became increasingly more so as the number of positive teacher-student relationships outnumbered the negative. We conclude that the enhancing properties of positive teacher-student relationships seem to outweigh the limiting (or narrowing) properties of negative teacher-student relationships. Further, there is cumulative engagement yield through increasing the number of positive teacher-student relationships across students' school subjects.
Educational Impact and Implications Statement
Positive teacher-student relationships are important for students' academic development. Students in many secondary schools have multiple teachers throughout the day and may have a variety of different relationships with each of them. This study extended prior research into teacher-student relationships by collecting relational data across a range of students' school subjects to investigate how many positive and negative teacher-student relationships there are and whether the relative balance of negative to positive teacher-student relationships is implicated in students' academic engagement. Results showed that the enhancing properties of positive teacher-student relationships seem to outweigh the limiting properties of negative teacher-student relationships. Findings also showed that there is cumulative association between students' engagement and increasing the number of positive teacher-student relationships across the range of school subjects in students' academic lives.
The aim of the current article is to extend prior conceptualizing by presenting a model of social and emotional competence that recognizes both the mechanisms and the manifestations of social and ...emotional competence. The Social and Emotional Competence School Model draws together conceptual underpinnings from the social and emotional competence literature along with theoretical grounding from self-determination theory and applies this within the schooling context. Social and emotional competence is operationalized by way of three components: basic psychological need satisfaction (of autonomy, competence, and relatedness), autonomous motivation, and behaviors. In the model, the three components form an iterative process of social and emotional competence development. Need satisfaction promotes social–emotional autonomous motivation and, in turn, socially and emotionally competent behaviors. The behaviors then promote need satisfaction in an ongoing cycle. The associations identified in the iterative process are impacted by need-support within the social environment, and the associations influence and are influenced by individual differences and human development.
The aim of the current study was to extend knowledge of occupational commitment by examining predictors at the teacher- and school-level. Several job resources hypothesized to be positively ...associated with occupational commitment were examined: helpful feedback, input in decision- making, teacher collaboration, and principal discipline support. The moderating role of disruptive student behavior (which was hypothesized to negatively predict the outcome) was also examined to see whether the job resources help support teachers' occupational commitment even when disruptive behaviors are high. With 12,955 teachers from 827 schools in four English-speaking countries (Australia, Canada, England, and the US), findings revealed at the teacher-level that helpful feedback and input in decision-making were positively associated with occupational commitment, whereas the reverse was true for disruptive student behavior. An interaction effect also showed that helpful feedback was particularly important for occupational commitment when disruptive student behavior was high. At the school-level, input in decision- making and principal discipline support were positively associated with occupational commitment and disruptive student behavior was negatively associated with the outcome. Findings were similar across the four countries. Author abstract
This study examined the extent to which students' perceptions of social-emotional instructional support (autonomy-support, competence-support) from teachers is associated with their perceived ...social-emotional competence and, in turn, behavioural and emotional well-being outcomes. Two types of perceived competence were examined: perceived competence for emotion regulation and perceived competence for conflict resolution. Behavioural outcomes (prosocial behaviour and conduct problems reported by parents/carers) and emotional well-being (positive and negative affect reported by students) were examined. With data from 319 secondary school students (and their parents/carers), structural equation modelling revealed that social-emotional instructional support was positively associated with both types of perceived social-emotional competence. In turn, perceived competence for emotion regulation was associated with greater positive affect and lower negative affect, whereas perceived competence for conflict resolution was associated with greater prosocial behaviour and lower conduct problems among students. The findings hold relevance for efforts aiming to promote social and emotional development among students.
This study investigated the extent to which students' social-emotional basic psychological need satisfaction (of social-emotional autonomy, social competence, relatedness with students, and ...relatedness with teachers) is associated
with their prosocial motivation and, in turn, behavioral and emotional well-being outcomes. For motivation, autonomous prosocial motivation and controlled prosocial motivation (by way of introjected and external regulation) were
examined. Behavioral outcomes comprised prosocial behavior and conduct problems reported by parents/carers, and emotional well-being were positive and negative affect reported by students. With data from 408 secondary school students
(and their parents/carers), structural equation modeling showed that perceived autonomy was associated with lower negative affect. Perceived social competence was associated with greater autonomous prosocial motivation, lower external
prosocial regulation, greater positive affect, and lower negative affect. Relatedness with teachers was associated with greater autonomous prosocial motivation. In turn, autonomous prosocial motivation was associated with greater
prosocial behavior, whereas external prosocial regulation was associated with lower prosocial behavior. Introjected prosocial regulation was only associated with greater negative affect. The results hold implications for promoting social
and emotional competence among students. Author abstract
This investigation examined the role of students' social-emotional need satisfaction in relation to academic engagement and social-emotional skills. Among a sample of 501 secondary school students ...(and their parents/carers), several need satisfaction variables were examined: perceived social-emotional autonomy, perceived social competence, perceived emotional competence, perceived relatedness with students, and perceived relatedness with teachers. The hypothesised outcomes were student-reported behavioural disaffection, and parent reports of students' homework practices, expressive skill, and perspective-taking skill. Results demonstrated that perceived social competence was associated with lower behavioural disaffection. Perceived emotional competence was associated with more positive homework practices, greater expressive skill, and greater perspective-taking skill. Perceived relatedness with teachers was associated with lower behavioural disaffection and more positive homework practices. Findings have implications for supporting students' positive adjustment in school and beyond.
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