Teachers' Emotional Exhaustion Is Negatively Related to Students' Achievement: Evidence from a Large-Scale Assessment Study

Autor/inn/en	Klusmann, Uta; Richter, Dirk; Lüdtke, Oliver
Titel	Teachers' Emotional Exhaustion Is Negatively Related to Students' Achievement: Evidence from a Large-Scale Assessment Study
Quelle	In: Journal of Educational Psychology, 108 (2016) 8, S. 1193-1203Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000125
Schlagwörter	Forschungsbericht; Teacher Burnout; Academic Achievement; Correlation; Socioeconomic Status; Gender Differences; Cognitive Ability; Teaching Experience; Knowledge Base for Teaching; Elementary School Students; Hierarchical Linear Modeling; Foreign Countries; Symptoms (Individual Disorders); Native Language; Family Environment; Mathematics Achievement; Teacher Characteristics; Language Minorities; Student Characteristics; Predictor Variables; Well Being; Teacher Student Relationship; Statistical Analysis; Regression (Statistics); Germany + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Schulleistung; Korrelation; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Denkfähigkeit; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausland; Psychiatrische Symptomatik; Familienmilieu; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sprachminderheit; Prädiktor; Well-being; Wellness; Wohlbefinden; Teacher student relationships; Lehrer-Schüler-Beziehung; Statistische Analyse; Regression; Regressionsanalyse; Deutschland
Abstract	Prior research has demonstrated that teachers' professional knowledge and motivation are strongly related to students' learning and motivation. Symptoms of teachers' stress and burnout (e.g., emotional exhaustion) are also thought to influence students' achievement, but no empirical study has tested this prediction. Using multilevel analyses and a representative sample consisting of 1,102 German elementary school teachers and their students, we addressed this gap in knowledge by examining the association between teachers' emotional exhaustion and students' achievement in mathematics, and by testing whether classroom composition moderates this relation. We controlled for teachers' gender, their years of experience, their teaching certificate, and the composition of the class, and on the student level for students' gender, language spoken at home, socioeconomic status, and cognitive ability. Results revealed that teachers' emotional exhaustion was significantly negatively related to students' mathematics achievement, even after teacher characteristics and classroom composition were controlled for. Classroom composition moderated this relation, whereby teachers' emotional exhaustion was more strongly related to students' achievement in classes with a high percentage of language minority students. These results highlight the importance of teachers' well-being for students' learning. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01