Fostering Students’ Well-Being: The Mediating Role of Teacher Interpersonal Behavior and Student-Teacher Relationships

Abstract

Well-being has become extensively viewed as apprehension for administrations in the last decades and schools have been progressively realized as locations for encouraging well-being which is a considerable development in inquiries on mediations connected to learner well-being. In this way, the function of teachers has got specific consideration regarding students’ well-being, given the merits of teacher-student interactions. High-quality educator-learner relationships offer a support base for long-term learners’ education. Educator interpersonal behavior that makes learners feel supported and cared for is known as emotional support. These behaviors can help learners’ emotional and social needs; meet learners’ families, and being available when learners need additional help. This review attempts to consider the eminence of teacher interpersonal behavior and learner-teacher relations in the classroom and indeed illustrate their relationship and influence on students’ well-being. As a final point, this review can provide suggestions and recommendations for teaching participants in the scholastic context.

Developing self-efficacy through an extra preparatory school year: Lower secondary students’ perspectives on teacher support

“…A significant number of studies have shown that a positive student-teacher relationship is important for students' wellbeing (Graham et al, 2016;Zheng, 2022), school engagement (Havik and Westergård, 2020), motivation and goal orientation (Eccles, 1983;Ryan et al, 1994;Deci and Ryan, 2004;Koca, 2016;Lerang et al, 2019), self-esteem (Ryan et al, 1994), learning and academic achievement (Pianta and Walsh, 1996;Pianta, 1999;Hamre and Pianta, 2001;Lerang et al, 2019), and the learning environment (Ertesvåg, 2019;Bachmann et al, 2020Bachmann et al, , 2022. Accordingly, it is important to bear in mind that self-efficacy is only one part of the puzzle and that teachers play an important role in this context.…”

“…Accordingly, it is important to bear in mind that self-efficacy is only one part of the puzzle and that teachers play an important role in this context. Numerous studies have reported on students' relationships with their teachers as a key factor in students' well-being, motivation and learning (e.g., Pomeroy, 1999;Hughes and Chen, 2011;Lerang et al, 2019;Zheng, 2022). In effect, the choice and direction of a student's efforts in the classroom depend on whether the student is given adequate skills and positive outcome expectations and whether the student values the outcome (Schunk, 1991).…”

“…The quality of the relationships between teachers and students may thus be of significant importance for students' learning outcomes and holistic experiences of a school (Federici and Skaalvik, 2013). Close relationships between students and their teachers, with satisfying support from teachers, are shown to provide students' emotive provision and security, leading to effective learning (Zheng, 2022).…”

Psychological Strategies and Protocols for Promoting School Well-Being: A Systematic Review

“…Most studies found a negative association between student–teacher relationships (STR) and the risk factor of dropping out ( Lee and Burkam, 2003 ; Murray and Malmgren, 2005 ; Barile et al, 2011 ; Bergeron et al, 2011 ; Wang et al, 2013 ; Frostad et al, 2014 ; Littlecott et al, 2019 ; Song, 2021 ; Zheng, 2021 ). This means that in schools where there is a positive STR, there are low dropout rates.…”

What Levers to Promote Teachers’ Wellbeing during the COVID-19 Pandemic and Beyond: Lessons Learned from a 2021 Online Study in Six Countries

“…Teachers represent a large working population of more than 90 million individuals all around the world [ 1 ]. Teacher wellbeing is a key factor of students’ academic achievement, but more globally, of the wellbeing of tomorrow’s adults [ 2 , 3 , 4 , 5 ], and as such, is a major asset for society. During a crisis, whatever its type (security, health, economic etc.…”