ABSTRACT Research Findings: The present study explored the extent to which teachers’ participation in professional development focused on children’s social-emotional learning moderated the relation between self-reported burnout and teacher–child interactions. The sample included 307 Head Start preschool teachers who participated in a large randomized controlled trial, the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) Project. Teachers were assigned to one of the three SEL interventions (PATHS, Incredible Years, or Tools of the Mind–Play) or a control group. Results revealed a moderating effect of treatment condition. Specifically, in control classrooms, higher self-reported burnout was related to a decline in Instructional Support scores over the course of the year. In contrast, the negative association between burnout and teacher–child interactions was not present in the intervention condition. Follow-up analyses indicated that this moderating effect was only present for teachers who were trained in the PATHS and Incredible Years interventions. Practice or Policy: Findings suggest that training and participation in interventions focused on social-emotional learning may serve as a buffer against the detrimental influence of burnout on teachers’ classroom practices.

中文翻译：

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倦怠和师幼互动：SEL 干预在启蒙课堂中的调节作用

摘要研究结果：本研究探讨了教师参与专业发展的程度，专注于儿童的社会情感学习，在多大程度上调节了自我报告的倦怠与师生互动之间的关系。样本包括 307 名 Head Start 学前教师，他们参与了一项大型随机对照试验，即 Head Start CARES（基于课堂的情感和社交技能提升方法和资源）项目。教师被分配到三个 SEL 干预（路径、不可思议的岁月或心灵游戏的工具）之一或控制组。结果揭示了治疗条件的调节作用。具体而言，在控制教室中，较高的自我报告倦怠与一年中教学支持分数的下降有关。相比之下，在干预条件下，倦怠与师生互动之间不存在负相关。后续分析表明，这种调节作用仅适用于接受过 PATHS 和 Incredible Years 干预培训的教师。实践或政策：研究结果表明，培训和参与以社会情感学习为重点的干预措施可以作为缓冲，防止倦怠对教师课堂实践的不利影响。