Factors Influencing Teachers' Intentions to Provide Emotional Support to Students: Insights From the Theory of Planned Behavior

ABSTRACT Quality affective teacher–student relationships promote student engagement, achievement, and psychosocial adjustment. However, little is known about the factors influencing teachers' willingness to provide emotional support (ES), defined here as the teacher's behaviors that lead students to perceive him or her as warm, friendly, encouraging—that is, behaviors aimed at building quality affective relationships with students. The current cross‐sectional study explored these factors and their underlying beliefs through the prism of the theory of planned behavior. Analysis of 238 primary and secondary school teachers' responses to a questionnaire on teacher–student ES revealed that teachers' cognitive and experiential attitudes, descriptive norm and perceived behavioral control in terms of ability and autonomy were significant determinants of teachers' intention to provide ES. They also identified key beliefs that underpin these determinants. In particular, they pointed to positive consequences of ES on teacher–student relationships, on teachers' enjoyment of work, on teachers' sense of usefulness, and on students' well‐being. They also pointed to beliefs about those who do (teachers convinced of the benefits of affective teacher–student relationships) or do not (teachers who do not want to do more than they already do) provide ES. At last, they pointed to factors that facilitate the provision of ES as considering ES as part of the job, having time, or receiving training in providing ES. These results suggest that a combination of training highlighting the importance of positive student–teacher relationships and steps to redefine teachers' work priorities could increase teachers' willingness to provide ES.