Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes

Autor/inn/en	Arens, A. Katrin; Morin, Alexandre J. S.
Titel	Relations between Teachers' Emotional Exhaustion and Students' Educational Outcomes
Quelle	In: Journal of Educational Psychology, 108 (2016) 6, S.800-813 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000105
Schlagwörter	Teacher Burnout; Outcomes of Education; Self Concept; Teacher Student Relationship; Student Satisfaction; Academic Achievement; Achievement Tests; Foreign Countries; Grade 4; International Assessment; Reading Achievement; Reading Tests; Elementary School Students; Elementary School Teachers; Maximum Likelihood Statistics; Statistical Analysis; Hierarchical Linear Modeling; Structural Equation Models; Likert Scales; Germany; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lernleistung; Schulerfolg; Selbstkonzept; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; Leseleistung; Lesetest; Elementary school; Grundschule; Volksschule; Lehrende; Statistische Analyse; Likert-Skala; Deutschland
Abstract	Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining its relations with student outcomes. Therefore, this study examines the relations between teachers' emotional exhaustion and educational outcomes among students. Students' educational outcomes considered here cover a wide range of cognitive (i.e., achievement in terms of school grades and standardized achievement test scores) and noncognitive (competence self-perceptions, school satisfaction, and perceptions of teacher support) outcomes. The analyses are based on the PIRLS 2006 German data including 380 teachers and 7,899 4th grade students. The results demonstrated direct negative relations between teachers' emotional exhaustion and the class average of students' school grades, standardized achievement test scores, school satisfaction, and perceptions of teacher support, but not competence self-perceptions. At the individual student level, the results showed significant relations between noncognitive outcomes and academic achievement. (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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01