Social-Emotional Learning Programs Reduce Teacher Burnout and Improve Teacher Self-Efficacy and Classroom Climate

• In Event: Teacher Outcomes and Social and Emotional Learning

Abstract

Amid COVID-19 pandemic, there has been widespread concern about high teacher stress and burnout rates. Our study investigates whether teachers experience less stress in schools that are implementing SEL programs. We compared teachers’ perceptions of school climate, teacher-student relationships, self-efficacy, burnout, stress and coping among teachers at schools with and without SEL programs. We surveyed 1,373 teachers across a midwestern state in May 2022. Results indicated that teachers at schools with SEL programs experienced significantly better school climate and self-efficacy for classroom management and student engagement. There were school-level developmental differences. The findings from this study contribute to understanding of SEL’s impact on students and teachers grappling with the lingering effects of a global pandemic.

Authors

• Lindsay A. Brockmeier, University of Missouri
  Presenting Author

• Nicole Brass, University of Missouri
  Presenting Author

• Christi Crosby Bergin, University of Missouri
  Presenting Author