Teacher self-efficacy is studied as a personal resource factor that may protect from the experience of job strain and, thus, make the escalation of burnout less likely. The article examines the relationships between self-efficacy, job stress, and burnout, focusing on mediation (self-efficacy → job stress → burnout). Moreover, it questions whether such a mediation, if found, would be dependent on the levels of other variables (moderated mediation). Study I, with two samples of teachers ( N = 1,203), examined this putative mechanism crosssectionally and found such an effect, in particular for younger teachers and those with low general self-efficacy. Study II, with 458 teachers, replicated the results longitudinally over a period of one year by employing structural equation models. In a cross-lagged panel design, low self-efficacy preceded burnout. Further research should study these mechanisms by interventions that aim at strengthening teacher self-efficacy as a protective resource factor. L'auto-efficacité des enseignants est étudiée comme une ressource personnelle pouvant les protéger de l'expérience de la contrainte professionnelle et rendre l'escalade dans le burnout moins probable. Cet article examine les liens entre l'auto-efficacité, le stress au travail et le burnout, en se focalisant sur la médiation (auto-efficacité → stress au travail → burnout). En outre, il questionne la façon dont une telle médiation, si elle est avérée, pourrait être dépendante du niveau des autres variables (médiation modérée). La recherche 1 comprend deux échantillons d'enseignants ( N = 1,203). Elle examine ce mécanisme croisé supposé et révèle un tel effet, en particulier pour les enseignants les plus jeunes et ceux ayant une auto-efficacité générale basse. L'étude 2 effectuée auprès de 458 enseignants confirme ces résultats, obtenus cette fois de façon longitudinale sur une période d'un an en employant des modèles à équation structurale. Ainsi, une auto-efficacité basse précède le burnout. Des recherches plus poussées pourraient étudier les mécanismes par lesquels des interventions renforcent ou non l'auto-efficacité des enseignants comme source de protection.

Understanding the relationship between teacher Emotional intelligence (EI) and student misconduct was the goal of this research. We hypothesized that teachers high in EI tend to establish good working relationships with students by being attentive to their students' needs. In a sample of 300 Syrian teachers, EI was assessed with the Wong and Law Emotional Intelligence scale (WLEIS; Wong & Law, 2002). Results showed that teachers' perceived EI was negatively related to student misconduct and that this relationship was mediated by teachers' attention to student needs. Our findings highlight the role of teachers' EI in shaping social interactions in the classroom and lead to some practical implications for teacher selection and training.

Burnout is a serious problem in the profession of teaching. Previous studies have found that teachers with high perceived abilities to appraise emotions tend to experience symptoms of burnout less frequently than others. The aim of this study was to investigate processes that may underlie this relation. We hypothesized that teachers' perceived abilities to appraise their own and others' emotions would facilitate proactive coping and attending to student needs. In turn, these antecedent-focused regulation strategies were expected to help teachers deal with emotionally demanding situations at work. We tested the hypotheses using multiple mediation analyses of self-report data from 300 teachers, controlling for general perceived self-efficacy, teaching experience, work demands, and school-level effects. Results showed that both proactive coping and attending to student needs constituted mediators of the relations between self-emotion appraisal and burnout as well as between other-emotion appraisal and burnout. Although we cannot infer causality from the present data, the perceived abilities to appraise their own emotions and those of others may help to protect teachers from burnout by enabling them to prevent potential stressors and to engage with their students effectively.

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