Journal
LEARNING AND INSTRUCTION
Volume 58, Issue -, Pages 126-136Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.learninstruc.2018.05.006
Keywords
Teacher-student relationship; Student misbehavior; Emotional exhaustion; Work enthusiasm; Student and teacher ratings
Funding
- Ministry of Education in Baden-Wurttemberg and Saxony, Germany
- Ministry of Youth, and Sports in Baden-Wurttemberg and Saxony, Germany
Ask authors/readers for more resources
Asked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being. However, there is a pressing need to uncover the psychological processes explaining this association. In their model of teacher wellbeing, Spilt, Koomen, and Thijs (2011) suggested the teacher-student relationship as a mediator. To test this assumption, the present study used longitudinal data from N = 222 teachers who rated student misbehavior in their classroom, the teacher-student relationship, and their well-being in terms of emotional exhaustion and work enthusiasm. In addition, the teachers' students (N = 4111) were asked about behavior problems in their class. The results revealed links between teacher-rated student misbehavior, increased exhaustion, and decreased enthusiasm. Student-rated misbehavior was correlated with teacher well-being to a lesser extent. Furthermore, the teacher-student relationship was positively associated with teacher well-being and mediated the link between teacher-perceived misbehavior and enthusiasm.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available