Teacher social-emotional competence plays a crucial role in teacher professional development as it is associated with effective stress alleviation at work. However, how and under what conditions teacher social-emotional competence contributes to job burnout is a black box. This study aimed to explored the impact of teacher social-emotional competence on job burnout, focusing on the chain mediation effects of teacher-student relationships and teacher well-being. For this undertaking, stratified random sampling was used and the questionnaire was filled out by 990 teachers in 14 primary schools in Beijing. We analyzed these data using structural equation modeling (SEM). The findings suggested that the teacher social-emotional competence and job burnout were negatively correlated, verifying that teacher social-emotional competence can influence job burnout through the separate and chain mediation effects of teacher-student relationship and teacher well-being. In addition, the separate mediation role of the teacher-student relationship had the most significant effect of all mediation paths. To alleviate teacher job burnout and promote the sustainability of teachers’ professional development, we suggested that emphasizing the development of teacher social-emotional competence and the sustained enhancement of teacher well-being, as well as focusing on improving teacher-student relationship.

Using propensity score matching method, this study examined the effect of boarding on campus on left-behind children (LBC)’s sense of school belonging and their academic achievement. The condition of boarding schools was also examined closely in this study. Data were collected from 6,638 students from 74 rural boarding schools in 11 provinces in western China. Results indicated that boarding on campus had a negative effect on LBC’s sense of school belonging as well as their academic achievement. Specifically, left behind boys who live on campus had a lower level of school belonging than those left behind girls. The academic achievement of LBC in primary school was more easily influenced than that of junior middle school students in a negative way, as well as their sense of school belonging. What is more, LBC in boarding schools were negatively influenced by the low quality of boarding schools such as facilities, management, and life. This finding suggests that policies regarding using boarding school to solve the problem faced by LBC should be reconsidered, and the condition of boarding schools should be improved by improving boarding facilities, management, and life for boarding children, and reducing the number of male and primary school LBC attending boarding schools.

The Teaching Personal and Social Responsibility (TPSR) model in physical education (PE) has been shown to promote Social and emotional competence (SEC). However, the underlying mechanisms through which TPSR enhances SEC, particularly in university students within the Chinese context, remain unclear. This study aims to explore the effects of TPSR and the mediating roles of self-efficacy and grit in improving SEC.