Teachers’ perceived social-emotional competence: a personal resource linked with well-being and turnover intentions

Abstract

Perceived social-emotional competence (PSEC) refers to people’s beliefs that they can be effective in their social-emotional interactions. This study examined teachers’ PSEC in relation to their well-being and turnover intentions. Among 492 Australian teachers, results demonstrated that PSEC assessed at the start of a school term was associated with greater levels of three well-being dimensions (subjective vitality, behavioural engagement, professional growth striving) assessed at the end of term. PSEC and subjective vitality were negatively associated with turnover intentions (also assessed at the end of the same term), whereas professional growth striving was associated with greater turnover intentions.