Testing the Mediational Role of Classroom Interactions in the Dynamic Interplay Between Teacher Emotional Exhaustion and Children’s Disruptive Behavior

Teacher emotional exhaustion and classroom-level disruptive child behaviors are prominent risk factors influencing both teacher and child social-emotional and behavioral outcomes. Additionally, theoretical perspectives position links between teacher emotional exhaustion and children's disruptive classroom behavior as being influenced by other proximally occurring teacher-child interactive processes. The purpose of the study is twofold: 1) longitudinally examine the bi-directional relationship between teachers' emotional exhaustion and children's disruptive classroom behaviors, and 2) examine the degree to which teachers' classroom interactions (i.e., emotional support, instructional support, and classroom organization) mediate this longitudinal and potentially bi-directional relationship. 756 preschool-aged children and 101 preschool teachers across 17 schools serving children from primarily low-income families within the southeastern United States were examined. Data were collected through a multiple-methods approach. Multi-level path models examined the bi-directional associations between teachers' emotional exhaustion and classroom-level child disruptive behaviors and the mediating role of teacher-facilitated classroom interactions. No bi-directional or mediational links were found; however, teachers' emotional exhaustion was linked to children's disruptive classroom behavior and classroom disruptive behaviors were linked with teachers' emotional support and classroom organization. These findings underscore the importance of supporting teachers' well-being to promote children's classroom behaviors and maintain effective teacher classroom interactions.