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BACKGROUND Mesoporous metal–organic frameworks (MOFs) have been widely researched for enzyme immobilization, however, most are unstable in the aqueous phase. This paper reports the synthesis of a Cu–MOF for the immobilization of copper contained laccase via a surfactant‐templating method with various surfactant/chelating agent mass ratios. RESULTS The Brunauer–Emmett–Teller (BET) surface area and pore diameter of the nanoscale Cu–MOF were 366–1154 m2 g−1 and 15.2–20.7 nm, respectively. The adsorption concentration and time were optimized to be 5 mg laccase mL−1 and 1 h. This immobilized system exhibited adsorption capacity up to 502 mg g−1 and activity recovery rate of 95.2%. The optimum reaction conditions for immobilizing laccase on Cu–MOF were pH 4 and 50°C. According to the Lineweaver–Burk plot, the Km of the immobilized laccase was 0.157 mmol L−1, indicating that the affinity of immobilized laccase to its substrate was higher than that of free laccase (0.290 mmol L−1). The activity of immobilized laccase after seven iterations of reuse remained approximately 50%. CONCLUSION The mesoporous Cu–MOF showed favorable adsorption capability and can be utilized in laccase immobilization. © 2017 Society of Chemical Industry

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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.

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