Abstract. Many studies have focused on the effects of teachers’ well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers’ well-being and students’ well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers’ emotional exhaustion and students’ subjective health complaints and between teachers’ psychological well-being and students’ satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers’ well-being to their students’ socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed.

Zusammenfassung Ziel der Studie Die Studie untersucht die Inanspruchnahme von gesundheitsförderlichen Maßnahmen durch Lehrkräfte und die empfundene Passung zwischen Angebot und subjektivem Bedarf. Methodik Im Schuljahr 2017/18 wurden mittels Fragebogen Daten von 830 Lehrkräfte an allen allgemeinbildenden Schulformen des Landes Brandenburg zu ihrer Inanspruchnahme, dem Angebot und dem Bedarf erhoben. Ergebnisse 81,3% der Lehrkräfte haben in den letzten 24 Monaten eine oder mehrere gesundheitsförderliche Maßnahme(n) in Anspruch genommen. Es fanden sich keine signifikanten Unterschiede bezüglich des Alters, des Geschlechts, der Schulform und der Trägerschaft. Für die meisten Bereiche der Gesundheitsförderung gaben die Lehrkräfte einen deutlich höheren subjektiven Bedarf im Vergleich zum wahrgenommenen Angebot an, wobei ein besonders hoher Bedarf für Maßnahmen der individuellen Verhaltensprävention und der Schulraumgestaltung besteht. Schlussfolgerungen Bei der Implementierung von Präventionsmaßnahmen sollte die Passung zwischen Angebot und subjektivem Bedarf aus Sicht der Lehrkräfte stärker als bisher berücksichtigt werden.

PurposeTeachers are exposed to many stressors. Compared to other occupational groups, they are more frequently affected by psychosomatic complaints. In recent decades, numerous prevention and intervention measures for promoting health have been developed and implemented for this target group. However, it remains unclear how the uptake of health-promotion measures (HPMs) by teachers can be increased in order to prevent stress-related disorders. This paper examines two facets of health literacy—health awareness and health value—in terms of their importance in both the take-up and intended take-up of HPMs.Design/methodology/approachIn the 2017/2018 school year, data were collected by paper and pencil from a representative sample of 830 teachers across all school types in the German State of Brandenburg.FindingsTeachers who place great value on their own health show significantly higher levels of take-up and intended take-up of HPMs. The findings regarding health awareness are more heterogeneous. Further associations were found with age and psychosocial stress.Originality/valueWhile there has been growing academic interest in developing HPMs for teachers, there has been relatively little focus on the factors that may influence the implementation and uptake of these measures. The paper contributes to addressing this gap by shedding light on the relevance of two facets of health literacy. Strengthening the perceived importance of health could be a starting point for increasing the use of HPMs by teachers and thus improving their health.