Synergistic Relations of Teacher and Parent Burnout and Preschooler’s Social-Emotional Competence and Behavioral Self-Regulation

Research Findings: This study investigated the synergistic relationships between teacher burnout and parent burnout on preschoolers’ social-emotional competence (SEC) and behavioral self-regulation (BSR). We hypothesized that higher teacher burnout would be associated with lower social skills and BSR and higher problem behaviors in the spring. We expected that higher parent burnout would relate to poorer child outcomes. Guided by the dual risk framework and ecological systems theory, we hypothesized that children experiencing both high teacher and parent burnout would demonstrate the lowest SEC and BSR and the highest problem behaviors. Participants were 126 preschoolers (Mage = 5.1 years) from low-income backgrounds, enrolled in state-run or community preschools. SEC (teacher-reported) and BSR (direct assessed) were measured using validated measures. Teacher and parent burnout were measured through standardized questionnaires. Multilevel models indicated that higher teacher burnout was associated with higher levels of child problem behaviors. Parent burnout was not related to child outcomes. Interaction analyses revealed that children demonstrated better social skills and fewer problem behaviors when both teacher and parent burnout were low. Practice or Policy: Findings highlight the importance of equipping teachers and parents with resources to reduce burnout and of creating school and home partnerships to alleviate chronic stress.