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A Consequential Partnership. The Association Between Teachers’ Well-Being and Students’ Well-Being and the Role of Teacher Support as a Mediator

  • Many studies have focused on the effects of teachers’ well-being on the development of students, in particular their academic achievement. To date, little is known about the association between teachers’ well-being and students’ well-being. In the present study, we analyzed this relationship and examined the mediating role of teacher support using linked data from 2,686 students and 805 teachers from 48 schools in Germany. Multilevel regression analyses showed a relationship between teachers’ emotional exhaustion and students’ subjective health complaints and between teachers’ psychological well-being and students’ satisfaction with school. The latter association was mediated by teacher support as perceived by students. This study extends current knowledge about the relevance of teachers’ well-being to their students’ socio-emotional development and the mechanisms that underlie this association. Implications for promoting of mental health in schools and for future research are discussed.

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Metadaten
Author: Ludwig BilzORCiD, Saskia M. FischerORCiD, Anne-Cathrin Hoppe-Herfurth, Nancy John
DOI:https://doi.org/10.1027/2151-2604/a000497
ISSN:2151-2604
Title of the source (English):Zeitschrift für Psychologie
Document Type:Scientific journal article peer-reviewed
Language:English
Year of publication:2022
Tag:school mental health; student well-being; teacher support; teacher well-being
Volume/Year:230
Issue number:3
First Page:264
Last Page:275
Faculty/Chair:Fakultät 4 Humanwissenschaften (bis 2023 Soziale Arbeit, Gesundheit und Musik) / FG Pädagogische Psychologie in Gesundheitsberufen
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