Author ORCID Identifier
Date Available
12-15-2023
Year of Publication
2023
Degree Name
Doctor of Philosophy (PhD)
Document Type
Doctoral Dissertation
College
Education
Department/School/Program
Kinesiology and Health Promotion
First Advisor
Melinda Ickes
Abstract
Teachers are tasked with supporting student learning and academic achievement. Teachers must establish social-emotional competence within themselves to support students' social-emotional learning. Increased teachers' social-emotional competence could lead to favorable student social, emotional, and academic outcomes. To effectively do so, school officials, parents, and community members should support teachers' social-emotional competence equally.
This study examined the relationship between Kentucky teachers' social-emotional competence, burnout, and school climate. The prosocial classroom model provided the theoretical framework for this study, including the five dimensions of social-emotional competence (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making), teacher burnout, and school climate. The hypothesis is that 1) there will be a relationship between social-emotional competence, burnout, and school climate, 2) teachers who report lower levels of burnout will present higher with social-emotional competence, and 3) teachers reporting a favorable school climate will report less burnout and higher social-emotional competence.
Data were collected from 256 teachers using an online anonymous survey distributed via electronic methods, including listservs and social media. Certified Kentucky teachers between 18-75 years of age were eligible to participate. The measures used were The Social-Emotional Competence scale, Maslach Burnout Inventory: Emotional Exhaustion subscale, and Organizational Climate Inventory.
Two studies were conducted to examine the data collected. First was a confirmatory factor analysis of the social-emotional competence survey items. The survey demonstrated a moderate model fit. For the Pearson correlation coefficients: A significant negative correlation was observed between social-emotional competence and burnout, at -.18, indicating a small effect size (p = .016, 95% CI = [-.30, -.06]). Also, a significant negative correlation was observed between self-management and burnout, at -.33, indicating a moderate effect size (p < .001, 95% CI = [-.44, -.22]). For the linear regression model: The data analysis revealed a significant relationship between burnout and social-emotional competence, F(1,254) = 8.89, p = .003, R2 = .03). Overall, the model accounted for approximately 3.38% of the variance in the outcome. An additional linear regression model was performed. A relationship was also found between burnout and self-management, F(1,254) = 32.00, p < .001, R2 = .11). Overall, the model accounted for approximately 11.19% of the variance in the outcome. The second study, the Pearson correlation coefficients were calculated. A significant negative correlation was observed between collegial leadership and burnout, at -.36, indicating a moderate effect size (p < .001, 95% CI = [-.46, -.25]). A significant positive correlation was observed between institutional vulnerability and burnout at .21, indicating a small effect size (p = .011, 95% CI = [.09, .33]). A linear regression model was calculated. A significant relationship between institutional vulnerability and collegial leadership and burnout, F(2,253) = 22.96, p < .001, R2 = .15. Overall, the model accounted for approximately 15.36% of the variance in the outcome.
This study determined a relationship between overall social-emotional competence and burnout, as well as self-management and burnout. These findings highlight the crucial impact of improving social-emotional competence and reducing burnout among educators. Based on the study's conclusions, there is a need to formulate evidence-based policies and strategies for teachers to reduce burnout and foster increased support from school leadership and the community. This could include policies that prioritize and invest in professional development, mental health resources, and supportive work environments. Finally, recommendations for future research involve revising the social-emotional competence survey based on the confirmatory factor analysis.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2023.465
Recommended Citation
Mundy, Monica, "Kentucky Teacher Social-Emotional Competence, Burnout, and School Climate" (2023). Theses and Dissertations--Kinesiology and Health Promotion. 109.
https://uknowledge.uky.edu/khp_etds/109
