Research On The Development Of Social-emotional Competence And Its Relationship With Burnout Among Primary And Secondary School Teachers

In the age of information and intelligence,teachers are faced with the new challenges of recognizing their self-worth,maintaining their competitiveness,and realizing human-computer collaboration.At the same time,along with the diversity of teachers' roles and the complexity of their profession,teachers' burnout and anxiety are increasing,which seriously endanger their psychological health.On the other hand,the international community is placing more and more emphasis on measuring and improving students' social-emotional skills,and as the enlightener of students' minds,teachers should have good social-emotional competence in order to implicitly influence students and help them develop their social-emotional competence.However,the reality is that it seems to be a consensus in the education field both at home and abroad to pay attention to and improve students' social-emotional competence,and many researchers have discussed this issue,but there are few empirical studies to investigate the measurement and improvement of teachers' social-emotional competence,and even fewer studies focus on their correlations between teachers' social-emotional competence and burnout.To this end,this study takes the social-emotional competence and burnout of elementary and secondary school teachers as the entry point of the study and explores the relationship between them.In the introductory section,we clarify the origin and significance of the study,systematically review the relevant literature on social-emotional competence and its measurement,burnout and its measurement at home and abroad,detail the overall design and development of the study,and define the two core concepts of teachers'social-emotional competence and teachers' burnout.The first part of the main text explains theories related to teachers' social-emotional competence,analyzes the elements of social-emotional competence of primary and secondary school teachers,and establishes the research direction of this paper.The second part designs a measurement instrument for teachers' social-emotional competence with reference to authoritative instruments at home and abroad,and adopts the Teacher Burnout Scale developed by Maslach as a measurement instrument for teachers' burnout.In the third part,the social-emotional competence and burnout of primary and secondary school teachers were investigated and the data of the study were statistically analyzed.The fourth part of the main text summarizes the study findings and makes suggestions for enhancement.Finally,the concluding section of the paper reflects on the study's shortcomings and offers follow-up perspectives.The results of the analysis showed that:(1)Primary and secondary school teachers'social-emotional competence levels are in the middle to upper range,and there are significant differences in age,marital status,school location,workload,teaching experience,job title,and salary income.(2)Primary and secondary school teachers have significant burnout problems,and there are significant differences in marital status,school location,teaching period,workload,teaching experience,whether they were classroom teachers,job title,appointment form,and salary income.(3)There is a significant negative relationship between primary and secondary school teachers' social-emotional competence and burnout.(4)The social-emotional competence of primary and secondary school teachers can significantly predict their burnout.Based on the above findings,this study proposed suggestions related to effectively improving.teachers' social-emotional competence levels and reducing their burnout from both teachers' own and peripheral construction.