Teachers' Perceived Social-Emotional Competence: A Personal Resource Linked with Well-Being and Turnover Intentions
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| Title: | Teachers' Perceived Social-Emotional Competence: A Personal Resource Linked with Well-Being and Turnover Intentions |
|---|---|
| Language: | English |
| Authors: | Rebecca J. Collie (ORCID |
| Source: | Educational Psychology. 2025 45(3):257-274. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Interpersonal Competence, Emotional Response, Self Efficacy, Teacher Attitudes, Well Being, Correlation, Teacher Persistence, Labor Turnover, Intention, Foreign Countries, Elementary Secondary Education, Teacher Characteristics |
| Geographic Terms: | Australia |
| DOI: | 10.1080/01443410.2025.2466652 |
| ISSN: | 0144-3410 1469-5820 |
| Abstract: | Perceived social-emotional competence (PSEC) refers to people's beliefs that they can be effective in their social-emotional interactions. This study examined teachers' PSEC in relation to their well-being and turnover intentions. Among 492 Australian teachers, results demonstrated that PSEC assessed at the start of a school term was associated with greater levels of three well-being dimensions (subjective vitality, behavioural engagement, professional growth striving) assessed at the end of term. PSEC and subjective vitality were negatively associated with turnover intentions (also assessed at the end of the same term), whereas professional growth striving was associated with greater turnover intentions. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486142 |
| Database: | ERIC |
| Abstract: | Perceived social-emotional competence (PSEC) refers to people's beliefs that they can be effective in their social-emotional interactions. This study examined teachers' PSEC in relation to their well-being and turnover intentions. Among 492 Australian teachers, results demonstrated that PSEC assessed at the start of a school term was associated with greater levels of three well-being dimensions (subjective vitality, behavioural engagement, professional growth striving) assessed at the end of term. PSEC and subjective vitality were negatively associated with turnover intentions (also assessed at the end of the same term), whereas professional growth striving was associated with greater turnover intentions. |
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| ISSN: | 0144-3410 1469-5820 |
| DOI: | 10.1080/01443410.2025.2466652 |
