Bidirectional associations among teachers' burnout and classroom relational climate across an academic year

Álamos, Pilar; Corbin, Catherine M.; Klotz, Madeline; Lowenstein, Amy E.; Downer, Jason T.; Brown, Joshua L.

doi:10.1016/j.jsp.2022.09.001

Cited by 10 publications

(3 citation statements)

References 63 publications

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“…As viewed from a social cognitive framework, the positive and supportive interactions teachers have with students and vice versa promote student engagement and motivation to facilitate learning outcomes which, in turn, promotes more positive teaching experiences. Students who are engaged during classroom instruction promote more positive teaching experiences that influence teacher engagement and satisfaction and reduce teacher exhaustion (Alamos et al, 2022). A social cognitive framework suggests these influences are reciprocal (e.g., Hu et al, 2021; Zee et al, 2021), but we argue are likely occurring more frequently over a shorter length of time.…”

Section: Discussionmentioning

confidence: 99%

A longitudinal examination of parallel growth and reciprocal changes in teacher–student relationships and academic achievement.

Hajovsky,

Chesnut

2023

School Psychology

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Section: Discussionmentioning

confidence: 99%

A longitudinal examination of parallel growth and reciprocal changes in teacher–student relationships and academic achievement.

Hajovsky,

Chesnut

2023

School Psychology

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“…One important factor contributing to teachers' experience of stress, declined job satisfaction, and attrition, is their relationships with students (Aboagye et al, 2020). Conflictual teacher-student relationships can be emotionally demanding and result in burnout symptoms such as emotional exhaustion (Alamos et al, 2022;Haldimann et al, 2023). Conversely, close relationships foster a sense of self-efficacy, personal accomplishment and contribute to teachers' job motivation (Zee et al, 2017;Corbin et al, 2019;Haldimann et al, 2023).…”

Section: The Importance Of Teacher-student Relationshipsmentioning

confidence: 99%

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Borremans,

Koomen,

Spilt

2024

Front. Educ.

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It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers’ relationship-building competence allows them to establish high-quality relationships with students, even those typically at-risk for conflictual relationships, we propose a learning trajectory targeting teachers’ dyadic relationship-building competence to be implemented in initial teacher education. Such a learning trajectory allows for progressively deepening the level of understanding and self-reflection throughout the three-year initial education program. To address teachers’ relationship-building competence in teacher education, relevant competencies, selected in previous research by an independent expert panel, were translated into specific learning goals, learning activities, and materials in close collaboration with partner university colleges. An overview of planned quantitative and qualitative data collection is presented. The learning trajectory could strengthen initial pre-primary and primary teacher education programs in supporting pre-service teachers’ relationship-building competence.

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“…These studies are limited to being carried out by students at the undergraduate, masters and doctoral levels of education. Other research are studies on classroom climate that are used to assist teachers in improving the classroom climate (Alamos et al, 2022;Hadiyanto & Martini, 2018;Kurt et al, 2022). These studies have relatively consistent steps that can be standardized as the main steps of a classroom climate improvement study.…”

Section: Introductionmentioning

confidence: 99%

Classroom Climate: Unique Dependent and Independent Variables

Jabar

Hadianto

Kusumastuti

et al. 2023

j. lesson learning stud.

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Class climate plays a dual role as a dependent and independent variable. As a dependent variable, the class climate is influenced by several variables. On the other hand, as an independent variable, the class climate is correlated with other variables. This research aims to confirm the studies that have been done before and ensure that these related variables must be increased or become the impact of increasing the classroom climate. This type of research is a literature study that explores more than 40 articles about classroom climate conducted in Indonesia and other countries. The data analysis technique used is descriptive qualitative analysis. The results of this study indicate that among the variables that influence or contribute to classroom climate are simulation strategies, student attitudes, teacher behaviour, and integration between media and learning approaches. Variables that are affected by classroom climate include student behaviour, student achievement, student motivation, learning outcomes, and bullying behaviour. Therefore, teachers and principals are recommended to increase the variables that affect classroom climate and the classroom climate itself because they will also affect other variables. This study convinces the reader that classroom climate is an intermediary variable which is a key factor for improving the learning process.

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Bidirectional associations among teachers' burnout and classroom relational climate across an academic year

Cited by 10 publications

References 63 publications

A longitudinal examination of parallel growth and reciprocal changes in teacher–student relationships and academic achievement.

A longitudinal examination of parallel growth and reciprocal changes in teacher–student relationships and academic achievement.

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

Classroom Climate: Unique Dependent and Independent Variables

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