ArticleFrontiers in psychology2026
The positive role of teachers' social-emotional competence in burnout: the mediating effects of teaching efficacy.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Digital transformation in physical education: chain mediator model of self-efficacy burnout and professional development.BMC psychology · 2026Article
- The "more is better" fallacy in pre-service teacher training: a positive psychology perspective on the resilience-building process and job satisfaction.Frontiers in psychology · 2026Article
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Authors and funding
4 authors.
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Abstract
Background: Teachers are a high-risk group for job burnout, and alleviating this issue is increasingly urgent. Teachers' social-emotional competence is closely associated with alleviating occupational burnout and plays a pivotal role in professional development. Consequently, identifying effective methods to reduce teacher burnout has become a central concern in educational science, psychology, and teacher professional development. Methods: Grounded in the Job Demands-Resources framework, this study developed and tested a mediation model using survey data from 924 Chinese elementary and secondary school teachers. This study delves into the positive role of social-emotional competence in mitigating teacher burnout and elucidates its underlying mechanisms of influence. Results: Teachers' social-emotional competence and teaching efficacy negatively predicts teacher burnout. Meanwhile, teaching efficacy mediates the relationship between social-emotional competence and teacher burnout. Conclusion: Teachers' social-emotional competence and teaching efficacy, as crucial individual resources, can mitigate teachers' occupational burnout through dual pathways: "social-emotional competence, occupational burnout" and "social-emotional competence, teaching efficacy, occupational burnout". This study provides both theoretical insights and practical implications for reducing teachers' occupational burnout by strengthening teachers' social-emotional competence and teaching efficacy.
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