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- Vol 6 RE: Chapter 6
school climatesocial-emotional learningteacher stressjob satisfactionteaching efficacystudent behaviourteacher collaborationorganisational supportJournal article Evidence summaryAt a glance
Collie, Shapka, and Perry investigate how teachers’ perceptions of school climate and social-emotional learning relate to workload stress, student-behaviour stress, job satisfaction, and teaching efficacy.
Key ideas
Survey data from 664 Canadian elementary and secondary teachers were analysed with structural equation modelling. Teachers’ comfort with implementing social-emotional learning was especially important, while perceptions of students’ motivation and behaviour were prominent among school-climate factors. The outcomes were interconnected: stress related negatively to satisfaction and efficacy, whereas supportive conditions and confidence around social-emotional learning related to more adaptive professional experiences. Because the design is correlational, the model does not establish one-way causation, and perceptions may influence one another.
Why it matters
For leaders, the study supports developing a coherent social-emotional learning culture, preparing teachers to implement it, strengthening collaboration and student support, and addressing organisational and behavioural conditions rather than treating teacher stress solely as an individual coping problem.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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