Work

Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

Year: 2018

Type: article

Abstract: 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 well-being, 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.

Source: Learning and Instruction

DOI: 10.1016/j.learninstruc.2018.05.006

Authors: Karen Aldrup, Uta Klusmann, Oliver Lüdtke, Richard Göllner, Ulrich Trautwein

Institutions: Leibniz Institute for Science and Mathematics Education, University of Tübingen

Language: English

Topic: Stress and Burnout Research

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,040