Despite the significance of teacher-student relationship, teachers may face the risk of developing burnout in their interactions with students. Understanding the risk factors associated with student-related burnout (SRB) is crucial for implementing effective prevention and assessment strategies. This research focuses on the relationship between teachers' childhood trauma (T_CT) and SRB, considering the role of trauma in rendering individuals more susceptible to stress and burnout.
Our sample consisted of 1363 K-12 teachers (1204 female, 87.2%, aged 21~69 years, M= 46.69, SD= 10.29) who completed an anonymous online questionnaire measuring T_CT, SRB, emotional self-efficacy, and emotional dysregulation. Our findings revealed a significant positive association between T_CT and SRB, both directly and indirectly. Specifically, T_CT is positively linked to SRB, and this relationship is mediated by emotional self-efficacy and emotional dysregulation (including simple and chain mediating effects). Notably, T_CT correlated with lower level of emotional self-efficacy and higher level of emotional dysregulation, which, in turn, were associated with more SRB, respectively. Furthermore, our data revealed the chain mediating roles of emotional self-efficacy and emotional dysregulation in the relationship between T_CT and SRB. . Our study establishes a potential link between T_CT and SRB, suggesting that this connection may be mediated by emotional self-efficacy and emotional dysregulation. This implies that teachers with a history of childhood trauma may be at a higher risk of developing SRB due to a diminished ability to recognize effective regulation strategies and elevated levels of emotional dysregulation.

Authors:
Matteo Angelo Fabris, University of Turin, Italy
Claudio Longobardi, University of Turin, Italy
Shanyan Lin, University of Turin, Italy

About the Presenter(s)
Dr Matteo Angelo Fabris is a University Postdoctoral Fellow or Instructor at University of Turin in Italy

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