No abstract

About half of the teachers in this study scored above the threshold for depression and ~1 in 10 for anxiety on self-rating questionnaires. Poor mental health in teachers is significantly associated with high job demand and low social support. These results should be confirmed in larger, more representative samples.

The current study investigates the relations among teachers' trait emotional intelligence, internal and external social support, and their levels of burnout. We hypothesized that both emotional intelligence and teachers' perceived social support were associated with low level of teachers' burnout. We further expected that internal and external support mediated the relationship between trait emotional intelligence and burnout scores. Participants were 318 in-service Italian teachers. The structural equation modeling analysis supports the idea that teachers' trait emotional intelligence is strongly and directly associated with their burnout. Furthermore, internal social support (from the teachers' workplace relationships) was more effective on burnout than support forthcoming from their external context. On the contrary, the mediation hypothesis was partially supported by the empirical data. These findings shed light on the relationship between teachers' emotional competence and their burnout experience at school.

The purpose of the current study was to examine, within an integrative predictive model, the relative contributions of sociodemographic variables, personal resources, and work wellbeing to teacher burnout. The research was conducted with special education teachers at Italian preschools-a context in which few previous studies have been carried out-and primary schools. A cross-sectional survey-based study with a sample of 194 kindergarten and primary school teachers was conducted. The results indicated that teachers' happiness at school and job satisfaction incrementally predicted variance in personal, work-related, and student-related burnout, even after controlling for the effects of sociodemographic factors and personal resources. Furthermore, the final integrative predictive model was similar for both kindergarten and primary teachers. C 2017 Wiley Periodicals, Inc. Psychology in the Schools

The main aim of the current study was to investigate the role of trait emotional intelligence (TEI) in preventing students’ school burnout directly and indirectly via anxiety and academic resilience. The data were derived from a sample of 1235 high school students (962 females and 273 males), ranging in age between 13 and 17 years (mean = 15.46; stand deviation = 1.22). Structural equation modelling revealed a strong indirect effect of TEI on school burnout, mediated via anxiety and resilience. Overall, students with high TEI were less likely to experience school anxiety and more likely to exhibit resilience which, in turn, reduced school burnout risk. Findings are discussed with reference to the wider role of TEI in educational contexts and highlight the need and potential for scientifically driven interventions to enhance emotional adjustment at school and in life, more generally.