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Cited by 481Stress and Burnout ResearchOccupational Health and BurnoutTeacher Professional Development and Motivation

Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes

Open access
Madigan, Daniel J., Kim, Lisa E.·2021·International Journal of Educational Research
DOI 10.1016/j.ijer.2020.101714
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Integrity signals

Registry

Crossref · 10.1016/j.ijer.2020.101714

Cites

94 of 94 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

8 of 81 cited sources checked · 4 supported · 0 flagged · accuracy not yet measured

  • Premisecitation

    There is rising evidence that challenges the assumption that some constructs, such as teacher self-efficacy, are antecedents.

    “Such examination is critical as there is rising evidence that challenges the assumption that some constructs, such as teacher self-efficacy, are antecedents (e.g., Holzberger et al., 2014;Praetorius et al., 2017).”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Holzberger et al., 2014 source
    • cites Praetorius et al., 2017 source
  • Premisecitation

    A profile of high burnout and stress and low on coping is associated with worse mathematics achievement than a profile of second lowest on burnout, stress and high on coping.

    “Of four latent profiles, a profile of high burnout and stress and low on coping was associated with worse mathematics achievement than a profile of second lowest on burnout, stress and high on coping (d = 1.03, p < .05).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Herman et al. (2018) source

      The Results identify four profiles, including a high-stress, high-burnout, low-coping class and a high-stress, low-burnout, high-coping class. Student Outcomes reports lower math achievement in the former class (M = 93.14 versus 98.00; p < .05). The cited paper’s passages do not report the sentence’s effect size of d = 1.03. (LLM, conf=0.83)

      Experimental — accuracy not yet measured
  • Premisecitation

    Teacher's personality shows only small associations with teacher burnout.

    “teacher's personality shows only small associations with teacher burnout (Kim, Jörg, & Klassen, 2019).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Kim, Jörg, & Klassen, 2019 source
  • Premisecitation

    Reduced efficacy is associated with lower performance.

    “RE was associated with lower performance (β = -.34,p < .01;Model R 2 = .60)[effect sizes reversed]”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Wong et al. (2017) source

      The Results (page unavailable) report that teachers’ personal accomplishment was positively associated with students’ IEP outcomes, supporting the claim’s direction when reduced efficacy means lower personal accomplishment. The reported regression result is b = .06, p = .005; the cited β = −.34 and model R² = .60 are not supported by the passages from our copy. (LLM, conf=0.86)

      Experimental — accuracy not yet measured
  • Findingown data

    The 14 included studies comprised 5,311 teachers and 50,616 students.

    “A systematic literature search returned 14 studies including 5,311 teachers and 50,616 of their students.”
    • Also stated in: § Teacher and Student Samples · plain
      “In the present studies, a total of 5,311 teachers were recruited.They were on average 45.07 years old (range 37.78 -48.59 years), 73.67% female (range 22.00 -96.2%), and had 15.37 years of teaching experience (range 10.38 -22.00 years).A total of 50,616 students were recruited.They were on average 11.14 years old (range 5.90 -18.30years) and 44.00% female (range 16.50 -57.90%).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
  • May combine two claims. 26
  • Classified as probably not a substantial claim. 37
  • The quote only partly states this claim. 1

  • May combine two claims.

    Findingown data

    Eight studies examined outcomes relevant to student performance, of which seven examined academic achievement.

    “Eight studies examined outcomes that are relevant to student performance.Of these studies, seven examined academic achievement (Arens & Morin, 2016;Coman, 2013;Herman et al., 2018;Hoglund et al., 2015;Klusmann et al., 2008;Klusmann et al., 2016;Reyes et al., 2012).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Arens & Morin, 2016 source
    • cites Coman, 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Herman et al., 2018 source
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • May combine two claims.

    Findingcitation

    Two studies adopted experimental designs, randomly assigning teachers and classrooms to a professional development program or control, and to a classroom management training program or control.

    “Lastly, two studies adopted experimental designs.The first randomly assigned teachers (and their classrooms) to a professional development program (”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Herman et al., 2018 source

      The Procedures section says 51 teachers were randomly assigned to the Incredible Years professional-development intervention, and the Participants section identifies a larger randomized classroom-management trial. But this paper analyzed teacher stress and coping profiles using intervention, control, and follow-up teachers; it did not itself test the intervention experimentally. The source also cannot establish the design of the other study mentioned in the claim. (LLM, conf=0.86)

      Experimental — accuracy not yet measured
    • cites Sprick, Garrison, & Howard, 1998

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Herman et al., 2020 source
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    Inter-rater reliability for data extraction was excellent, with Cohen's Kappa = .94.

    “Inter-rater reliability was calculated using Cohen's Kappa (McHugh, 2012).Kappa was .94indicating excellent inter-rater reliability.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites McHugh, 2012 source

  • May combine two claims.

    Findingcitation

    Reduced efficacy was associated with lower goal attainment, with the overall model explaining a substantial proportion of variance.

    “The remaining study examined goal attainment (Wong et al., 2017).It showed that reduced efficacy was associated with lower goal attainment, with the overall model explaining a substantial proportion of variance (see Table 1).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Wong et al., 2017 source

      The Results (Correlations among Variables; Effects of Burnout and Stress on Student Engagement and IEP Outcomes, page unavailable) link greater teacher personal accomplishment with better student IEP goal outcomes, supporting the reduced-efficacy association. Our copy does not report the proportion of variance explained by that overall model. The 23% figure in Method (Data Collection and Analysis, page unavailable) concerns the COMPASS intervention, not this association. (LLM, conf=0.85)

      Experimental — accuracy not yet measured
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The systematic literature search returned 14 studies.

    “A systematic literature search returned 14 studies including 5,311 teachers and 50,616 of their students.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Four studies adopted longitudinal designs.

    “Four of the studies adopted longitudinal designs (Braun et al., 2020;Coman, 2013;Hoglund et al., 2015;Shen et al. 2015).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Braun et al., 2020 source
    • cites Coman, 2013

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Hoglund et al., 2015 source
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims. The quote only partly states this claim.

    Findingown data

    Studies were excluded if they did not measure teacher burnout (n = 27), did not measure a student outcome (n = 16), or included insufficient information (n = 6).

    “Studies were excluded if they did not measure teacher burnout (n = 27), did not measure a student outcome (n = 16), and included insufficient information (n = 6).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Four studies examined outcomes relevant to student wellbeing.

    “Four studies examined outcomes that are relevant to student wellbeing.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • May combine two claims.

    Findingown data

    Teacher burnout was associated with worse achievement in four of seven studies, including lower reading ability, lower mathematics test scores, and less growth in literacy skills over time, especially for the exhaustion dimension.

    “The findings show that teacher burnout was associated with worse achievement more often than not (in four of the seven studies), this included associations with lower reading ability, lower mathematics test scores, and less growth in literacy skills over time, this was especially the case for the exhaustion dimension.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    The 14 included studies recruited a total of 50,616 students, who were on average 11.14 years old and 44.00% female.

    “A total of 50,616 students were recruited.They were on average 11.14 years old (range 5.90 -18.30years) and 44.00% female (range 16.50 -57.90%).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Eight studies recruited teachers and students from primary school settings, and six from secondary school settings.

    “Out of the 14 studies included in the present review, eight studies recruited teachers (and their students) from primary school settings.The remaining six studies recruited teachers (and their students) from secondary school settings.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The search returned 2,190 studies.

    “Overall, the search returned 2,190 studies.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    In the 14 included studies, 13 adopted Maslach's conceptualization of burnout.

    “In the 14 studies included in the present review, 13 studies adopted Maslach's conceptualization of burnout.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingreasoning

    The inclusion criteria resulted in the final inclusion of 14 studies.

    “These criteria resulted in the final inclusion of 14 studies.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    After removing duplicates and screening abstracts for relevance, 63 articles remained.

    “After removing duplicates and screening abstracts for relevance, 63 articles remained.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    The included studies used various combinations of burnout dimensions: four used a total score, three used all three dimensions, one used exhaustion and cynicism, four used exhaustion only, and one used cynicism only.

    “Four studies used a total score (across all three dimensions).Three studies used all three dimensions.One study used the exhaustion and cynicism dimensions.Four studies used the exhaustion dimension only and one study used the cynicism dimension only.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Five studies examined outcomes relevant to student motivation.

    “Five studies examined outcomes that are relevant to student motivation.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    Of the 13 studies adopting Maslach's conceptualization, seven used the original Maslach Burnout Inventory and six used the MBI-Educator Survey.

    “This consisted of seven studies utilizing the original Maslach Burnout Inventory (Maslach et al., 1986) and six studies utilizing the MBI-Educator Survey (Maslach, Jackson, & Leiter, 1996).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Maslach et al., 1986

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Maslach, Jackson, & Leiter, 1996

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    One study adopted Kristensen et al.'s conceptualization of burnout and used the Copenhagen Burnout Inventory, using the student-related burnout dimension only.

    “By contrast, one study (Mifont et al., 2008) adopted Kristensen et al.'s (2005) conceptualization of burnout and utilized the Copenhagen Burnout Inventory, and used the student-related burnout dimension only.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Mifont et al., 2008

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Kristensen et al.'s (2005) source
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Two studies recruited students with Autism Spectrum Conditions.

    “Finally, two studies recruited students with Autism Spectrum Conditions (see Table 1).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • May combine two claims.

    Findingown data

    In all instances, effects for motivation were small-to-medium sized and explained a moderate amount of variance.

    “In all instances, effects were small-to-medium sized and explained a moderate amount of variance (see again Table 1).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    The 14 included studies recruited a total of 5,311 teachers, who were on average 45.07 years old, 73.67% female, and had 15.37 years of teaching experience.

    “In the present studies, a total of 5,311 teachers were recruited.They were on average 45.07 years old (range 37.78 -48.59 years), 73.67% female (range 22.00 -96.2%), and had 15.37 years of teaching experience (range 10.38 -22.00 years).”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    Nine out of 14 studies took the nested structure of data into account.

    “Furthermore, as these studies will contain both teacher and student data, the nested structure of data (e.g., students nested in classrooms, time points nested in individuals) should be taken into account, which nine out of 14 studies did in the present review.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingnone given

    Five studies examined outcomes relevant to student social perceptions.

    “Five studies examined outcomes relevant to student social perceptions.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • May combine two claims.

    Findingown data

    The present review found differential predictive ability of burnout dimensions; for example, cynicism showed relationships with lower autonomous motivation and exhaustion did not, and cynicism showed larger associations in some instances.

    “However, one finding that the present review attests to is the differential predictive ability of burnout dimensions.For example, cynicism showed relationships with lower autonomous motivation and exhaustion did not, and also showed larger associations in some instances.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • May combine two claims.

    Findingnone given

    There was little evidence to suggest an association between teacher burnout and students' depressive symptoms, emotional distress, or attempted suicide.

    “For example, there was little evidence to suggest an association between teacher burnout and students' depressive symptoms, emotional distress, or attempted suicide.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • May combine two claims.

    Findingcitation

    Teachers' student-related burnout was not associated with attempted suicide in the preceding 12 months or displayed risk behaviors.

    “The other study showed that teachers' student-related burnout was not associated with attempted suicide in the preceding 12 months or displayed risk behaviors (e.g., alcohol, violence, sexual health; Denny et al., 2011).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Denny et al., 2011 source
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • May combine two claims.

    Findingcitation

    There was some evidence that students were astute at recognizing burnout symptoms and affective experiences in their teachers, and that teacher burnout was associated with physiological markers of stress in students (cortisol).

    “In the studies reviewed here, there was some evidence that not only were students astute at recognizing burnout symptoms and affective experiences in their teachers (Evers, Tomic, and Brouwers, 2004), but that teacher burnout was associated with physiological markers of stress in the students they teach (i.e., cortisol; Oberle et al., 2016).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Evers, Tomic, and Brouwers, 2004 source
    • cites Oberle et al., 2016 source
    • Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

  • May combine two claims.

    Premisecitation

    When teachers experience burnout symptoms, they are more likely to have adversarial relations with students, become annoyed when students do not follow instruction, and have negative views of their students.

    “More specifically, when teachers struggle with their wellbeing, including when they experience burnout symptoms, they are more likely to have adversarial relations with their students, become annoyed when students do not follow instruction, and to have negative views of their students (Grayson & Alvarez, 2009).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Grayson & Alvarez, 2009

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Burnout can pass from teachers to their students via a contagion effect.

    “This is via a contagion effect, whereby burnout passes from teachers to their students (Bakker & Schaufeli, 2000).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bakker & Schaufeli, 2000 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Teaching is considered one of the most stressful professions.

    “In fact, teaching is considered one of the most stressful professions (Kyriacou, 2001).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kyriacou, 2001 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Burnout is particularly prevalent among teachers.

    “Burnout can manifest in many occupations but is particularly prevalent among teachers (Iancu, Rusu, Măroiu, Păcurar, & Maricuțoiu, 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Iancu, Rusu, Măroiu, Păcurar, & Maricuțoiu, 2018 source

  • May combine two claims.

    Premisecitation

    Burnout is associated with negative experiences and outcomes for teachers, including increased absenteeism, lower job commitment, and increased turnover intentions.

    “Burnout is associated with numerous negative experiences and outcomes for teachers.This includes changes in mood and wellbeing as illustrated by increased irritability and symptoms of mental ill-health (Capone, Joshanloo, & Park, 2019;Hakanen, Bakker, & Schaufeli, 2006).Burnout also affects how likely a teacher is to stay in their job (Billingsley & Bettini, 2019).This is because it can result in”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Brouwers & Tomic, 2000 source

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Teacher burnout, especially emotional exhaustion and cynicism, leads to less involvement and effort in lesson planning and less favorable social behavior towards students.

    “Maslach and Leiter (1999) proposed that teacher burnout, and especially emotional exhaustion and cynicism, will lead to less involvement and effort in lesson planning and less favorable social behavior towards students.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Maslach and Leiter (1999) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    The systematic review search used PsycINFO, PsychARTICLES, MEDLINE, Education Abstracts, Educational Administration Abstracts, and ProQuest Dissertations.

    “First, an extensive computerized literature search was conducted using the following common databases in psychology and education: PsycINFO, PsychARTICLES, MEDLINE, Education Abstracts, Educational Administration Abstracts, and ProQuest Dissertations (see also Mérida-López & Extremera, 2017).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Mérida-López & Extremera, 2017 source
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    There is evidence that teacher burnout has no effect on academic achievement.

    “For example, there is evidence that teacher burnout has no effect on academic achievement (Reyes et al., 2012)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Reyes et al., 2012 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Disagreements in data extraction were resolved via consensus among authors with reference to the original material.

    “The few disagreements were resolved via a consensus among authors with reference to the original material.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The search terms used were teacher, burnout, student, and effectiveness OR grade OR performance OR achievement OR motivation OR commitment OR engagement OR satisfaction OR outcome OR success OR efficacy.

    “The following search terms were used:”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Classified as probably not a substantial claim. May combine two claims.

    Study design and conductnone given

    Studies were included if they measured teacher burnout, measured academic achievement or a student-reported outcome, were published in English, were a published journal article, thesis/dissertation, or conference presentation, and included a unique sample.

    “Studies were included in the systematic review if they: (a) measured teacher burnout (b) measured academic achievement or a student-reported outcome; (c) were published in English; (d) were a published journal article, thesis/dissertation, or conference presentation; and (e) included a sample that was unique (e.g., not included in more than one study).”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    There is evidence that teacher burnout inhibits academic achievement.

    “and evidence that it inhibits achievement (Klusmann et al., 2016).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Klusmann et al., 2016 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    Both authors extracted all data.

    “Both authors extracted all data.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    The search was conducted in June 2020.

    “The search was conducted in June 2020.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.

  • Classified as probably not a substantial claim.

    Premisecitation

    Theoretical models, such as Schleicher (2018), do not specify the nature of the direction other than it is reciprocal.

    “This is because theoretical models, such as that provided by Schleicher (2018), do not specify the nature of the direction other than it is reciprocal.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Schleicher (2018) source

  • Classified as probably not a substantial claim.

    Premisecitation

    Emotional exhaustion shows the strongest relationships with various outcomes of the three burnout dimensions.

    “Like research in other domains and other reviews on teacher burnout, emotional exhaustion was the focus of many studies in this review (e.g., Mérida-López & Extremera, 2017).This is reasonable given that emotional exhaustion shows the strongest relationships with various outcomes of the three dimensions.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Mérida-López & Extremera, 2017 source

  • May combine two claims.

    Interpretationnone given

    Teacher burnout has the potential to inhibit students' achievement and motivation.

    “the findings suggest that teacher burnout has the potential to inhibit students' achievement and motivation.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    A study using longitudinal data found that teacher burnout predicted teacher self-efficacy but not the other way around.

    “For example, a study using longitudinal data from teacher burnout and teacher self-efficacy found that teacher burnout predicted self-efficacy but not the other way around (Kim & Burić, in press).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Kim & Burić, in press

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    Emotional exhaustion shows a nonsignificant negative association with achievement and basic need satisfaction.

    “EE showed a nonsignificant negative association with achievement (r = -.07,p > .05)and basic need satisfaction (r = -.10,p > .05).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Klusmann et al. (2008) source

  • May combine two claims.

    Premisecitation

    Total burnout shows no association with positive outlook, emotional distress, or prosocial behavior.

    “Total burnout showed no association with nor its growth in, respectively, positive outlook (β = -.07,b = -0.02,p > .05),emotional distress (b = .09;b = 0.02, p > .05),nor prosocial behavior (b = -.03;b = 0.00, p > .05).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Braun et al. (2020) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Teacher burnout has numerous effects on teachers themselves.

    “the numerous effects that teacher burnout has on teachers themselves (e.g., Billingsley & Bettini, 2019).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Billingsley & Bettini, 2019 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Offering more autonomy support, social support, and positive feedback can help buffer burnout.

    “offering more autonomy support (e.g., acknowledging teacher perspectives), social support, and positive feedback can help buffer burnout (Awa, Plaumann, & Walter, 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Awa, Plaumann, & Walter, 2010 source

  • May combine two claims.

    Premisecitation

    For students instructed by teachers with high versus low levels of burnout, aggregated externalizing behaviors are associated with greater increase in engagement and literacy skills.

    “For students instructed by teachers with high (vs low) levels of burnout, aggregated externalizing behaviors was associated with greater increase in engagement (ES = .01)and literacy skills (ES = .03).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Hoglund et al. (2015) source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Primary prevention is a more effective and cheaper strategy than secondary interventions.

    “we suggest primary prevention as a more effective and cheaper strategy than secondary interventions (e.g., WHO, 2018).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites WHO, 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationreasoning

    Preventing and reducing teacher burnout is likely to be relevant to providing students with quality educational instruction and support.

    “preventing and reducing teacher burnout is likely to be relevant to providing students with quality educational instruction and support.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Cynicism shows no associations with grades or engagement.

    “C showed no associations with grades (γ = -1.06,p > .05)or engagement (γ = 0.08, p > .05).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Reyes et al. (2012) source
54 of 54

  • The paper relies on this without support.

    The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.

    “In the 14 studies included in the present review, 13 studies adopted Maslach's conceptualization of burnout.”

  • The paper relies on this without support.

    The search strategy and inclusion criteria identified all relevant studies on the topic.

    “First, an extensive computerized literature search was conducted using the following common databases in psychology and education: PsycINFO, PsychARTICLES, MEDLINE, Education Abstracts, Educational Administration Abstracts, and ProQuest Dissertations (see also Mérida-López & Extremera, 2017).”

  • The paper relies on this without support.

    The systematic review is the first to examine the association between teacher burnout and academic achievement and student-reported outcomes.

    “We have provided the first systematic review of research examining the association teacher burnout has with academic achievement and student-reported outcomes.”
3 of 3

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Reported maximum teacher age excludes an included study

    Minor

    The stated teacher mean-age range ends at 48.59 years, whereas Evers et al. report a mean of 49.07 years.

  • Reported teacher female-percentage range is too narrow

    Minor

    The stated maximum is 96.2%, but the Coman study reports 98.6% female teachers.

  • Reported minimum teacher age exceeds an included study's mean

    Minor

    The stated teacher mean-age range begins at 37.78 years, but Hoglund et al. report a mean of 37.38 years.

  • Reported minimum student age excludes preschool students

    Minor

    The student mean-age range starts at 5.90 years, but Coman reports a mean of 47.6 months, approximately 3.97 years.

4 of 4

Cites

Flagged first, then by citations

Research works printed but not linked: 1

  1. Maslach, 1986, Vol. 21, 3463

Cited by

Sorted by citations

Related

Authors
Madigan, D. J., & Kim, L. E.
Affiliations
  • York St John University (GB)
  • University of York (GB)
Corresponding author
Madigan, Daniel J.
ORCID
Venue
International Journal of Educational Research
Publisher
Elsevier BV
Published
2021
Volume
105
Pages
101714
ISSN
0883-0355 (ISSN-L)
DOI
10.1016/j.ijer.2020.101714
OpenAlex
W3106528397
Cited by
481
References
70
Citations by year
2026: 105 · 2025: 108 · 2024: 96 · 2023: 84 · 2022: 61 · 2021: 27
FWCI
6.89
Type
journal article
Language
en
Open access
Licence
Locations
  • International Journal of Educational Research (publishedVersion)
  • Research at York St John (York St John University) (acceptedVersion)
  • White Rose Research Online (University of Leeds, The University of Sheffield, University of York) (acceptedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Education › Teacher Professional Development and Motivation
Keywords
teacher burnout, academic performance, student motivation, student well-being, teacher well-being, student outcomes

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-11.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-11.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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