A Consequential Partnership

Abstract

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.

Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China

“…Enthusiasm (ENT) is measured using scales derived from Keller et al [94] and Bilz et al [95], evaluating teachers' passion and energy in engaging students. Organization (ORG) is gauged based on Emmer and Sabornie [96] and Hattie [97], focusing on teachers' capability to manage classroom activities and foster a structured learning environment. Passion (PAS), as a key driver of effective teaching, is measured through items reflecting the insights of Day [98] and Palmer [99], highlighting the intensity and dedication of teachers to their profession.…”

Teachers’ contributions to the school climate and using empathy at work: implications from qualitative research in two European countries

“…Positive associations between the teacher's well-being and students' academic achievement (Herman et al, 2018) could be explained by the teacher's capacity to adopt more supportive behavior and be successful in their role when they can manage their stress and sustain their personal well-being. Empirically examined positive relations have also been found between teachers' and their students' well-being in such domains as teachers' psychological well-being and students' satisfaction with the school, as well as teachers' emotional exhaustion and students' subjective health complaints (Bilz et al, 2022). Bilz et al conclude that perceived teacher support has a mediating role in the relationship between teacher well-being and student well-being, proposing to proceed with research on what specific teacher behavior supports their students' satisfaction with their school and, ultimately, students' health.…”

Well-being and mentoring in pre-service teacher education: an integrative literature review

“…Research has established that the job-related well-being of teachers is an important factor in their professional practice. This relates, in particular, to the social and emotional aspects of their work, often in interaction with others, especially their students and colleagues (Bilz et al. , 2022; McCallum and Price, 2010, 2016).…”

“…Research has established that the job-related well-being of teachers is an important factor in their professional practice. This relates, in particular, to the social and emotional aspects of their work, often in interaction with others, especially their students and colleagues (Bilz et al, 2022;Price, 2010, 2016). Carroll et al (2021) investigated the downstream effects of teacher well-being and found that changes in well-being affect teachers' instructional quality and their students' well-being.…”