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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.

The current study sought to investigate the role of trait emotional intelligence and perceived teacher emotional support in school burnout. Furthermore, the moderating role of academic anxiety in these relationships was examined. A sample of 493 Italian high school students (81.9% female) aged 14–19 years (M = 16.27, SD = 1.48) was involved in the study. A latent moderated structural equation approach was performed to test the hypothesized model. The results showed that both trait emotional intelligence and perceived teacher emotional support were negatively associated with school burnout. Moreover, academic anxiety moderated the relation between perceived teacher emotional support and school burnout. Specifically, when the level of anxiety was high, the protective role of perceived teacher emotional support toward burnout was weakened. Findings are discussed in light of the protective role of resources on burnout and considering the detrimental impact of academic anxiety in school settings.

Depression in adolescents can lead to social and educational impairment and is a major risk factor for suicide and substance misuse. Thus, predicting and preventing this disorder are extremely important. The current study aimed to analyze the contribution of adolescents’ self-esteem (i.e., quality of interpersonal relationships, control of life events, and management of negative emotions) and interpersonal stressor sources (relationships with parents, teachers, classmates and friends) in predicting several depression manifestations (i.e., depressed mood, sense of inadequacy, and insecurity). Participants were 182 Italian pre-adolescents and adolescents, aged 10–14 years, were recruited from three Italian schools. They were asked to complete a self-report questionnaire. Results showed that self-esteem was a major factor to be considered in adolescents’ depression. In particular, adolescents’ perception of negative emotion management was the most important protective factor against depression manifestations. Conversely, sources of interpersonal stressors contributed only marginally to depression. Among these, problems with parents and friends increased adolescents’ depressed mood, while troubles with classmates impacted on their sense of inadequacy and insecurity. Implications of these results for positive practices which could enhance adolescents’ self-esteem and further expansions of the study are discussed.

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