PurposePrincipal leadership is an important external environmental factor that affects and alleviates teachers' job burnout. The purpose of this paper is to explore the deep internal mechanisms of the influence of principal transformational leadership on teacher job burnout in the context of Chinese teachers.Design/methodology/approachA cluster sampling method was used to conduct a questionnaire survey on 990 elementary school teachers in 14 primary schools in Beijing. This study uses a structural equation model to analyze the chain intermediary effect of social-emotional competence and the student-teacher relationship between transformational leadership and teachers' job burnout.FindingsThe results reveal that transformational leadership has a significant negative predictive effect on teachers' job burnout; this kind of leadership affects teachers' job burnout through a chain intermediary effect of social and emotional competence and student-teacher relationship.Originality/valueThis research has discovered that teacher burnout is the result of the interaction of external environmental and individual internal factors. Transformational leadership, as an external environmental factor, positively predicts the internal social-emotional competence of the teacher, and then the teacher's internal social-emotional competence positively predicts the external student-teacher relationship. Finally, the teacher-student relationship of the external environment negatively predicts the job burnout of internal individual teachers.

Here, we found that Thioflavin T (ThT) could specifically bind with a G-GGG unit (named as “Guanine Island”) in double stranded DNA (ds-DNA).

Teacher social-emotional competence plays a crucial role in teacher professional development as it is associated with effective stress alleviation at work. However, how and under what conditions teacher social-emotional competence contributes to job burnout is a black box. This study aimed to explored the impact of teacher social-emotional competence on job burnout, focusing on the chain mediation effects of teacher-student relationships and teacher well-being. For this undertaking, stratified random sampling was used and the questionnaire was filled out by 990 teachers in 14 primary schools in Beijing. We analyzed these data using structural equation modeling (SEM). The findings suggested that the teacher social-emotional competence and job burnout were negatively correlated, verifying that teacher social-emotional competence can influence job burnout through the separate and chain mediation effects of teacher-student relationship and teacher well-being. In addition, the separate mediation role of the teacher-student relationship had the most significant effect of all mediation paths. To alleviate teacher job burnout and promote the sustainability of teachers’ professional development, we suggested that emphasizing the development of teacher social-emotional competence and the sustained enhancement of teacher well-being, as well as focusing on improving teacher-student relationship.