Teacher Well-Being and Student Achievement: A Multilevel Analysis

Autor/inn/en	Granziera, Helena; Martin, Andrew J.; Collie, Rebecca J.
Titel	Teacher Well-Being and Student Achievement: A Multilevel Analysis
Quelle	In: Social Psychology of Education: An International Journal, 26 (2023) 2, S.279-291 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Granziera, Helena) ORCID (Martin, Andrew J.) ORCID (Collie, Rebecca J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-022-09751-1
Schlagwörter	Well Being; Academic Achievement; Teacher Student Relationship; Correlation; Teacher Burnout; Teacher Role; Literacy; Numeracy; Elementary School Teachers; Elementary School Students; Effect Size; Institutional Characteristics + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerrolle; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Elementary school; Grundschule; Volksschule; Lehrende
Abstract	The present study examined the associations between school-average teacher well-being (emotional exhaustion and behavioral engagement) and school-average student achievement (literacy and numeracy) among a sample of 486 teachers in 39 elementary schools. Multilevel structural equation modelling was used to assess a two-level model, with teachers at level 1 (L1) and schools at level 2 (L2). Results revealed a significant negative association between school-level emotional exhaustion and school-level academic achievement, such that schools with higher levels of emotional exhaustion among teachers were also lower in school-average student achievement. School-level behavioral engagement among teachers was not significantly associated with school-level student achievement; however, the effect size was large highlighting the need for additional research with greater power at L2 (school-level) to examine this further. These findings hold important implications for the way in which emotional exhaustion is addressed among staff at a whole-school level and extends prior knowledge of the role teachers play in school-level academic achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01