Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children’s Disruptive Behavior

Abstract

ABSTRACT Research Findings: Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children’s disruptive classroom behavior as influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) examine longitudinal bi-directional relationships between teachers’ emotional exhaustion and children’s disruptive classroom behaviors, and 2) examine teachers’ classroom interactions (i.e. emotional support, instructional support, and classroom organization) as mediators of this potentially longitudinal bi-directional relationship. A total of 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers’ emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers’ emotional exhaustion was linked to children’s disruptive classroom behavior, and classroom disruptive behaviors were linked with teachers’ emotional support and classroom organization. Practice or Policy: Facilitating support for teachers’ well-being is critical for school personnel to continue to promote children’s classroom behaviors and maintain effective classroom interactions.