Resumo

EL ACHKAR, Ana Maria Nunes; LEME, Vanessa Barbosa Romera; SOARES, Adriana Benevides  e  YUNES, Maria Angela Mattar. Correlations of Teachers' Social Educative Skills, Burnout and the Teacher-Student Relationship. Estud. pesqui. psicol. [online]. 2016, vol.16, n.3, pp.873-891. ISSN 1808-4281.

This study aimed to correlate teacher´s social educative skills, Burnout and teacher-student relationship. 400 teachers (M= 36.08 years old, SD= 9.94) of both genders (348 females and 52 males) that taught grade 7, 8 and 9 students of four private and four public middle schools, situated in cities of the state of Rio de Janeiro, participated of the study. The teachers answered a demographic and socio-economic questionnaire, a Teacher-Student Scale (TSE), a Social Skill Educative Inventory (SSEI) and a Maslach Burnout Inventory (MBI). Results indicated that teachers' social educative skills correlated positively with the teacher-student relationship but negatively with Burnout, which correlated negatively with the teacher-student relationship. Furthermore, the regression model evidenced that the teachers' social educative skills have stronger predictive power over the relationships between teachers and students in final middle-school grades. Thus, it is possible to conclude that interventions with a focus on teacher's social educative skills learning may contribute to Burnout prevention, as well as promote academic and socio-affective development of their students.

Palavras-chave : interventions; self-efficacy; burnout; ESS.

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