Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being
Theoretical perspectives suggest the importance of teachers’ skills, occupational health, and well-being for providing students with positive, quality experiences in the classroom, yet few studies have empirically tested these associations. The present study included 15 fourth and fifth grade teachers, and their 320 students. Multilevel growth modeling was employed to examine the effects of teachers’ emotion regulation skills, feelings of occupational burnout, and life satisfaction in the fall of the school year on student-reported positive outlook, emotional distress, and peer-reported prosocial behavior across the year. Teachers’ emotion regulation skills and well-being were associated with student well-being: students reported low emotional distress when teachers used cognitive reappraisal to regulate their emotions; when teachers used expressive suppression, students reported a less positive outlook and peers reported few prosocial behaviors; teachers’ life satisfaction was associated with high levels of prosocial behavior. Associations were stable across the school year. Implications for teachers are discussed.
|Work Title||Effects of teachers' emotion regulation, burnout, and life satisfaction on student well-being|
|License||CC0 1.0 (Public Domain Dedication)|
|Deposited||March 22, 2021|
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