Teacher Burnout as a Predictor of Emotional Support and Organization Within Classrooms

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  In Roundtable Session: Teachers' Social and Emotional Competence and Its Impact on Students

Abstract

The current study examined whether components of teacher self-reported burnout, emotional exhaustion and personal accomplishment at the end of one school year, are associated with the quality of classroom emotional support and classroom organization at the end of the year. The sample included 151 3rd and 4th grade teachers from 60 NYC public elementary schools. Data were obtained from online teacher surveys, individual student surveys, and classroom observations. Mixed model linear regression analyses revealed that emotional exhaustion was significantly associated with emotional support, but not classroom organization. There were no significant associations between personal accomplishment and emotional support or classroom organization. Implications suggest the need for interventions targeted at helping teachers manage their emotions and the stress of their job.

Authors

• Alexa Connors, Fordham University

• Essie Sutton, Fordham University

• Amy Lowenstein, Fordham University

• Joshua L. Brown, Fordham University

• Jason Downer, University of Virginia