Frontline Learning Research

Job satisfaction has long been discussed as an important factor determining individual behavior at work. To what extent this relationship is also evident in the teaching profession is especially relevant given the manifold job tasks and tremendous responsibility teachers bear for the development of their students. From a theoretical perspective, teachers’ job satisfaction should be negatively related to turnover intentions and absenteeism, and positively to high-quality teacher-student interactions (i.e., emotional support, classroom management, and instructional support), enhanced student motivation, and achievement. This research synthesis provides a comprehensive overview of the relationship between teachers’ job satisfaction and these variables. A systematic literature search yielded 105 records. Random-effects meta-analyses supported the theoretically postulated relationships between teachers’ job satisfaction and their turnover intentions, absenteeism, teacher-student interactions, and students’ outcomes. Effects were significant not only for teachers’ self-reports of their professional performance, but also for external reports. On the basis of the research synthesis, we discuss theoretical, conceptual, and methodological considerations that inform future research and prospective intervention approaches.

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Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.

Klusmann

Richter²,

Lüdtke³

2016

Journal of Educational Psychology

254

152

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Prior research has demonstrated that teachers' professional knowledge and motivation are strongly related to students' learning and motivation. Symptoms of teachers' stress and burnout (e.g., emotional exhaustion) are also thought to influence students' achievement, but no empirical study has tested this prediction. Using multilevel analyses and a representative sample consisting of 1,102 German elementary school teachers and their students, we addressed this gap in knowledge by examining the association between teachers' emotional exhaustion and students' achievement in mathematics, and by testing whether classroom composition moderates this relation. We controlled for teachers' gender, their years of experience, their teaching certificate, and the composition of the class, and on the student level for students' gender, language spoken at home, socioeconomic status, and cognitive ability. Results revealed that teachers' emotional exhaustion was significantly negatively related to students' mathematics achievement, even after teacher characteristics and classroom composition were controlled for. Classroom composition moderated this relation, whereby teachers' emotional exhaustion was more strongly related to students' achievement in classes with a high percentage of language minority students. These results highlight the importance of teachers' well-being for students' learning.

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Frontline Learning Research

Cited by 5 publications

References 74 publications

“Half the Teacher I Once Was”: Ohio Early Childhood Educators Describe their Mental Well-Being During the First Year of the COVID-19 Pandemic

“Half the Teacher I Once Was”: Ohio Early Childhood Educators Describe their Mental Well-Being During the First Year of the COVID-19 Pandemic

Satisfied and High Performing? A Meta-Analysis and Systematic Review of the Correlates of Teachers’ Job Satisfaction

Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.

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