Teachers' relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach.

Autor/inn/en	Milatz, Anne; Lüftenegger, Marko; Schober, Barbara
Titel	Teachers' relationship closeness with students as a resource for teacher wellbeing: A response surface analytical approach. Gefälligkeitsübersetzung: Die Beziehungsnähe von Lehrern zu ihren Schülern als eine Ressource für das Wohlbefinden von Lehrern: Ein Response-Surface-analytischer Ansatz.
Quelle	In: Frontiers in psychology, (2015) 6, 16 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1664-1078
DOI	10.3389/fpsyg.2015.01949
Schlagwörter	Beruflicher Stress; Bindungsverhalten; Wohlbefinden; Grundschule; Lehrer; Lehrer-Schüler-Interaktion
Abstract	Investigated to what extent teachers' relationship closeness toward students, combined with attachment security is a resource protecting against teacher burnout. 83 elementary school teachers reported on their most and least attached student's relationship closeness, their attachment security and levels of burnout, as measured by emotional exhaustion, depersonalization and personal accomplishment. Response surface analysis (RSA), enabling researchers to investigate the effect of congruence/incongruence of two predictors on an outcome, revealed that teachers' depersonalization and emotional exhaustion were lowest when they developed homogeneously close relationships toward the students within their classroom and when teachers in general made congruent relationship experiences. No RSA model could be specified for personal accomplishment, even though a correlational analysis revealed that increasing closeness with students fostered teachers' personal accomplishment. Teachers' secure attachment experiences were not directly related to burnout, but enhanced their capability to establish close relationships toward their students. It is concluded that teachers' relationships toward students are a resource for the teacher's well-being, which highlights once again the importance of student-teacher relationships in education. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3