The goal of the present study was to investigate the link between elementary school teacher burnout and students' perceptions of teacher social-emotional competence (SEC). A total of 676 Grades 4-7 students in 35 classrooms rated their classroom teachers' SEC. In addition, teachers self-reported their current level of experienced burnout at work (i.e., depersonalization and emotional exhaustion). Multilevel analyses revealed significant classroom-level variability (i.e., 34%) in student-ratings of teacher SEC. Teacher burnout significantly predicted student-rated teacher SEC, over and above significant student-level variables (school self-concept, sense of autonomy in the classroom) and contextual variables (teacher age, school neighborhood income). Specifically, higher levels of teacher burnout were related to receiving lower SEC ratings by students. Teacher burnout explained a significant portion of the classroom-level variability in student-rated teacher SEC. The present study emphasizes the link between teacher burnout and the SEC. Furthermore, given that teacher reports (burnout) were linked to student reports (teacher SEC), these findings also suggest that students notice stress in their classroom teacher.

The importance of Social Emotional Learning (SEL) for success in school and the workplace is widely recognized. Yet, though teachers are expected to lead SEL programs and promote it in the classroom, little attention is given to SEL in teacher training and there is little research investigating SEL in teacher education. This study aimed to create a measure for preservice teachers that assesses perceived teacher efficacy for promoting SEL. A 29-item scale was developed based on a sample of 144 Canadian preservice teachers. Seven subscales were identified from a factor analysis with Cronbach's α ranging from .72 to .87. The resulting scale provides a tool that researchers can use to understand the SEL self-efficacy beliefs of future teachers.

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