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- Title
The role of teachers' socio-emotional competence in reducing burnout through increased work engagement.
- Authors
Ornaghi, Veronica; Conte, Elisabetta; Cavioni, Valeria; Farina, Eleonora; Pepe, Alessandro
- Abstract
Introduction: Research has highlighted the relevance of socio-emotional competence in buffering the harmful impacts of perceived stress on the psychological facets of the teaching profession. The purpose of this paper is to innovatively investigate the relationships between perceived stress, work engagement, and burnout in a single comprehensivemodel, when considering the potential role that socio-emotional competence plays in mitigating the adverse impact of perceived stress on burnout. Methods: A total of 276 Italian in-service teachers (mean age = 46.6 ± 9.9 years) completed quantitative self-reportmeasures of perceived stress, socio-emotional competence, work engagement, and burnout. Data were analyzed by using a structural equation modeling (SEM) approach. Results: All fit indexes supported the model's full acceptance and suggested that teachers' socio-emotional competence reduced the effect of perceived stress on the risk of burnout by increasing their level of work engagement. Discussion: The implications of the findings are discussed in terms of promoting interventions that target not only stress reduction but also foster teachers' socio- emotional competence in order tomaintain a good level of work engagement and reduce the effect of stress on burnout.
- Subjects
JOB stress; JOB involvement; MASLACH Burnout Inventory; TEACHER role; PSYCHOLOGICAL burnout; STRUCTURAL equation modeling; EMOTIONAL competence
- Publication
Frontiers in Psychology, 2023, p1
- ISSN
1664-1078
- Publication type
Article
- DOI
10.3389/fpsyg.2023.1295365