The DOI matches its Crossref record; 93 of the 93 references it cites were found in a registry or an index; 8 of the 81 sources its claims cite were checked for support.
Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes
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Claims the paper makes
8 of 81 cited sources checked · 4 supported · 0 flagged · accuracy not yet measured
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
What the sources say
- Not checked — no full text of the sourcecites Holzberger et al., 2014 source
- Supportedcites Praetorius et al., 2017 source
The Classical Cross-Lagged Panel Approach section reports no significant longitudinal effects of teacher self-efficacy on student-reported teaching quality, challenging the assumption that self-efficacy precedes improvements in teaching quality. The Random Intercepts Cross-Lagged Panel Approach likewise found no significant effects in that direction after accounting for trait-like stability; these findings are specific to the relationships and time intervals studied. Page numbers are unavailable in our copy. (LLM, conf=0.90)
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesThe cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Partly supportedcites Herman et al. (2018) sourceExperimental — accuracy not yet measured
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)
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“teacher's personality shows only small associations with teacher burnout (Kim, Jörg, & Klassen, 2019).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Implications for Practice
What the sources say
- Supportedcites Kim, Jörg, & Klassen, 2019 source
The Results (Burnout) report correlations between teacher personality traits and burnout ranging from r = .04 to .21, consistent with small associations. The paper cautions that none were statistically significant and that the analysis included few effect sizes. (LLM, conf=0.88)
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“RE was associated with lower performance (β = -.34,p < .01;Model R 2 = .60)[effect sizes reversed]”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Partly supportedcites Wong et al. (2017) sourceExperimental — accuracy not yet measured
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)
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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%).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
- Also stated in: § Teacher and Student Samples · plain
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The findings provided some evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation, but little evidence that it is associated with student wellbeing.”
- Also stated in: § Key Findings · hedged
“In addition, we found some evidence that teacher burnout will affect students beyond their achievement and possibly interfere with student motivationwith small-to-medium associations found with lower quality motivation.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Also stated in: § Key Findings · hedged
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“The findings provided some evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation, but little evidence that it is associated with student wellbeing.”
- Also stated in: § Student Outcomes · plain
“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.”
- Also stated in: § Key Findings · hedged
“Perhaps one of the most important findings is that there was some evidence that teacher burnout is associated with worse student academic achievement.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Also stated in: § Student Outcomes · plain
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“The findings provided some evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation, but little evidence that it is associated with student wellbeing.”
- Also stated in: § Key Findings · hedged
“The findings of the present review were less clear with respect to whether teacher burnout is associated with student wellbeing.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passes- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Also stated in: § Key Findings · hedged
In the paper
“but another showed that it was not associated with levels of basic psychological need satisfaction (Klusmann et al., 2008).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
What the sources say
- Not checked — no full text of the sourcecites Klusmann et al., 2008 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“Teachers' student-related burnout was not associated with students' levels of depression, while exhaustion at baseline was associated with lower depression measured at follow-up.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
What the sources say
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passes- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- It may state two separate claims as one. 26
- Probably not a substantial claim. 37
- The quote only partly states this claim. 1
The sources with a verdict support this claim; the rest weren’t checked yet, have no full text we could read, or their verdicts aren’t rated yet.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Student Outcomes
What the sources say
- Not checked — no full text of the sourcecites Arens & Morin, 2016 source
- Not matchedcites Coman, 2013
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Supportedcites Herman et al., 2018 source
Herman et al. is cited as one of the studies examining academic achievement, not as the source of the review's count of studies. The Procedures section says it assessed students' reading and math achievement, and the Student Outcomes section reports achievement results. (LLM, conf=0.93)
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“Lastly, two studies adopted experimental designs.The first randomly assigned teachers (and their classrooms) to a professional development program (”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Study Designs
What the sources say
- Partly supportedcites Herman et al., 2018 sourceExperimental — accuracy not yet measured
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)
- Not matchedcites Sprick, Garrison, & Howard, 1998
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Herman et al., 2020 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Partly supported
Every source the paper cites for this claim was checked and supports it.
In the paper
“Inter-rater reliability was calculated using Cohen's Kappa (McHugh, 2012).Kappa was .94indicating excellent inter-rater reliability.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Data Extraction
What the sources say
- Supportedcites McHugh, 2012 source
In “Measurement of interrater reliability” (page not specified in the supplied passages), McHugh identifies Cohen’s kappa as a measure for two raters. The interpretation table classifies values above .90 as “almost perfect,” supporting the citing paper’s description of .94 as excellent. The .94 value is the citing study’s own result, not a result attributed to McHugh. (LLM, conf=0.91)
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Supported
The cited sources support only part of this claim — read each source’s verdict below.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Student Outcomes
What the sources say
- Partly supportedcites Wong et al., 2017 sourceExperimental — accuracy not yet measured
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)
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Partly supported
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“A systematic literature search returned 14 studies including 5,311 teachers and 50,616 of their students.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Abstract
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
None of the sources cited for this claim have been checked yet.
In the paper
“Four of the studies adopted longitudinal designs (Braun et al., 2020;Coman, 2013;Hoglund et al., 2015;Shen et al. 2015).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Study Designs
What the sources say
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Inclusion Criteria
Strength:plain· not yet calibratedn = 27Tests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one. The quote only partly states this claim.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Four studies examined outcomes that are relevant to student wellbeing.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Student Outcomes
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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%).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Overall, the search returned 2,190 studies.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In the 14 studies included in the present review, 13 studies adopted Maslach's conceptualization of burnout.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Measures of Burnout
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“These criteria resulted in the final inclusion of 14 studies.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Inclusion Criteria
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“After removing duplicates and screening abstracts for relevance, 63 articles remained.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Measures of Burnout
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Five studies examined outcomes that are relevant to student motivation.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
None of the sources cited for this claim could be matched to a paper in Crossref, so there is nothing to check it against.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Measures of Burnout
What the sources say
- Not matchedcites Maslach et al., 1986
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not matchedcites Maslach, Jackson, & Leiter, 1996
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Not matched
None of the sources cited for this claim have been checked yet.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Measures of Burnout
What the sources say
- Not matchedcites Mifont et al., 2008
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Not checked — no full text of the sourcecites Kristensen et al.'s (2005) source
Strength:plain· not yet calibratedSingle caseTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
- Not matched
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“Finally, two studies recruited students with Autism Spectrum Conditions (see Table 1).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“In all instances, effects were small-to-medium sized and explained a moderate amount of variance (see again Table 1).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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 Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher and Student Samples
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“Five studies examined outcomes relevant to student social perceptions.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Social.
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A result the paper reports from its own data — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
The paper states this without a source or data behind it here, so there is nothing to check it against. The quote shows it is in the paper.
In the paper
“For example, there was little evidence to suggest an association between teacher burnout and students' depressive symptoms, emotional distress, or attempted suicide.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Key Findings
Load-bearingStrength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Motivation.
What the sources say
- Not checked — no full text of the sourcecites Denny et al., 2011 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
A claim is checked only against the cited paper’s full text, never its abstract, and none is available for its sources.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Key Findings
What the sources say
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Rests on an assumption: The included studies' measures of teacher burnout and student outcomes are valid and comparable enough to synthesize.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not matchedcites Grayson & Alvarez, 2009
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“This is via a contagion effect, whereby burnout passes from teachers to their students (Bakker & Schaufeli, 2000).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not checked — no full text of the sourcecites Bakker & Schaufeli, 2000 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“In fact, teaching is considered one of the most stressful professions (Kyriacou, 2001).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout
What the sources say
- Not checked — no full text of the sourcecites Kyriacou, 2001 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“Burnout can manifest in many occupations but is particularly prevalent among teachers (Iancu, Rusu, Măroiu, Păcurar, & Maricuțoiu, 2018).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout
What the sources say
- Not checked — no full text of the sourcecites Iancu, Rusu, Măroiu, Păcurar, & Maricuțoiu, 2018 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“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”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout
What the sources say
- Not checked — no full text of the sourcecites Brouwers & Tomic, 2000 source
Strength:plain· not yet calibratedCausal:correlational· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not checked — no full text of the sourcecites Maslach and Leiter (1999) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
What the sources say
- Not checked — no full text of the sourcecites Mérida-López & Extremera, 2017 source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
In the paper
“For example, there is evidence that teacher burnout has no effect on academic achievement (Reyes et al., 2012)”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not checked — no full text of the sourcecites Reyes et al., 2012 source
Strength:hedged· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The few disagreements were resolved via a consensus among authors with reference to the original material.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Data Extraction
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The following search terms were used:”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Inclusion Criteria
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may state two separate claims as one.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
In the paper
“and evidence that it inhibits achievement (Klusmann et al., 2016).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Teacher Burnout and Students
What the sources say
- Not checked — no full text of the sourcecites Klusmann et al., 2016 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“Both authors extracted all data.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Data Extraction
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
What the paper did — it cites no source for this, so there is none to check. The quote shows it is in the paper.
In the paper
“The search was conducted in June 2020.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Method Literature Search
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
- Rests on an assumption: The search strategy and inclusion criteria identified all relevant studies on the topic.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
What the sources say
- Not checked — no full text of the sourcecites Schleicher (2018) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
In the paper
“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.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
What the sources say
- Not checked — no full text of the sourcecites Mérida-López & Extremera, 2017 source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim.
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“the findings suggest that teacher burnout has the potential to inhibit students' achievement and motivation.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Critical Considerations and Recommendations
What the sources say
- Not matchedcites Kim & Burić, in press
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
- Not matched
In the paper
“EE showed a nonsignificant negative association with achievement (r = -.07,p > .05)and basic need satisfaction (r = -.10,p > .05).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Klusmann et al. (2008) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Braun et al. (2020) source
Strength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes? Load-bearing: unclear✓ Based: passesIt may state two separate claims as one.
In the paper
“the numerous effects that teacher burnout has on teachers themselves (e.g., Billingsley & Bettini, 2019).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Implications for Practice
What the sources say
- Not checked — no full text of the sourcecites Billingsley & Bettini, 2019 source
Strength:plain· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“offering more autonomy support (e.g., acknowledging teacher perspectives), social support, and positive feedback can help buffer burnout (Awa, Plaumann, & Walter, 2010).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Implications for Practice
What the sources say
- Not checked — no full text of the sourcecites Awa, Plaumann, & Walter, 2010 source
Strength:plain· not yet calibratedCausal:conditional· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it.
In the paper
“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).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Hoglund et al. (2015) source
Tests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
In the paper
“we suggest primary prevention as a more effective and cheaper strategy than secondary interventions (e.g., WHO, 2018).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Implications for Practice
What the sources say
- Not matchedcites WHO, 2018
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Strength:hedged· not yet calibratedCausal:direct· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✗ Load-bearing: fails✓ Based: passesProbably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
- Not matched
A conclusion the paper draws from its own results — it cites no other source for it, so there is none to check. The quote shows it is in the paper.
In the paper
“preventing and reducing teacher burnout is likely to be relevant to providing students with quality educational instruction and support.”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
Tests✓ Asserted: passes✗ Checkable: fails✓ Load-bearing: passes✓ Based: passesProbably not a substantial claim. It may be too vague to check against evidence.
In the paper
“C showed no associations with grades (γ = -1.06,p > .05)or engagement (γ = 0.08, p > .05).”
§ A Systematic Review of its Association with Academic Achievement and Student-Reported Outcomes > Conclusion
What the sources say
- Not checked — no full text of the sourcecites Reyes et al. (2012) source
Load-bearingStrength:plain· not yet calibratedTests✓ Asserted: passes✓ Checkable: passes✓ Load-bearing: passes✓ Based: passesIt may state two separate claims as one.
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.”
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
MinorThe stated teacher mean-age range ends at 48.59 years, whereas Evers et al. report a mean of 49.07 years.
“They were on average 45.07 years old (range 37.78 -48.59 years)”
“Evers et al. (2004) 41 (Mage = 49.07 years [SD = 6.21], 22.0% female, Mexp = 22.00 years [SD = 7.80])”
Reported teacher female-percentage range is too narrow
MinorThe stated maximum is 96.2%, but the Coman study reports 98.6% female teachers.
“73.67% female (range 22.00 -96.2%)”
“6.22], 98.6% female)”
Reported minimum teacher age exceeds an included study's mean
MinorThe stated teacher mean-age range begins at 37.78 years, but Hoglund et al. report a mean of 37.38 years.
“They were on average 45.07 years old (range 37.78 -48.59 years)”
“Hoglund et al. (2015) 65 (Mage = 37.38 years [SD = 11.17],96.9% female, Mexp = 11.78 years [SD = 9.53])”
Reported minimum student age excludes preschool students
MinorThe student mean-age range starts at 5.90 years, but Coman reports a mean of 47.6 months, approximately 3.97 years.
“They were on average 11.14 years old (range 5.90 -18.30years)”
“198 (Mage = 47.6 months”
Citations
Cites
Interrater reliability: The kappa statistic
McHugh, M. L. (2012) · Biochemia Medica · doi:10.11613/bm.2012.031 · Cited by 19,877
The measurement of experienced burnout
Maslach, C., & Jackson, S. E. (1981) · Journal of Organizational Behavior · doi:10.1002/job.4030020205 · Cited by 14,496
The measurement of engagement and burnout: a two sample confirmatory factor analytic approach.
Schaufeli, W. B., Salanova, M., González-romá, V., & Bakker, A. B. (2002) · Journal of Happiness Studies · doi:10.1023/a:1015630930326 · Cited by 10,014
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The Copenhagen Burnout Inventory: A new tool for the assessment of burnout
Kristensen, T. S., Borritz, M., Villadsen, E., & Christensen, K. B. (2005) · Work & Stress · doi:10.1080/02678370500297720 · Cited by 3,136
Burnout and work engagement among teachers
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2005.11.001 · Cited by 3,067
Flagged first, then by citations
Research works printed but not linked: 1
- Maslach, 1986, Vol. 21, 3463
Cited by
Sorted by citations
Items 101–200 of 472
Awwad‐Tabry, S., Levkovich, I., Pressley, T., & Shinan‐Altman, S. (2023) · Education Sciences · doi:10.3390/educsci13040418 · Cited by 14
Morris, R. W., Kim, L. E., Milton, A. C., & Glozier, N. (2025) · BMC Public Health · doi:10.1186/s12889-025-22372-5 · Cited by 30
Self-citationFive decades of teacher burnout research (1970–2024): A comprehensive bibliometric analysis
Yao, J., & Abdullah, M. N. L. Y. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105318 · Cited by 23
Burnout in Teachers: The Role of Emotion Regulation, Empathy, and Educational Level Taught
Brandão, T., Alfacinha, L., Brites, R., & Diniz, E. (2025) · School Mental Health · doi:10.1007/s12310-025-09794-7 · Cited by 33
“For students, can contribute to diminishing engagement and motivation, and lowering academic achievement (Madigan & Kim, 2021a).”
Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL
Jennings, P. A., Álamos, P., Baelen, R. N., Jeon, L., & Nicholas-Hoff, P. Y. (2024) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2024.100064 · Cited by 20
Workload intensification and wellbeing among primary school teachers in Scotland
Hulme, M., Beauchamp, G., Wood, J. S., & Bignell, C. (2025) · Education 3-13 · doi:10.1080/03004279.2024.2448509 · Cited by 25
Virtanen, P., & Parpala, A. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1066380 · Cited by 14
“In addition, the teacher–student relationship also fosters more positive growth among students (Roorda et al., 2011; Madigan and Kim, 2021).”
BackgroundTeacher Burnout in Saudi Arabia: The Catastrophic Role of Parental Disengagement
Sideridis, G. D., & Alghamdi, M. H. (2023) · Behavioral Sciences · doi:10.3390/bs13050367 · Cited by 15
“Students’ lack of motivation and autonomy, apathy, high or low receipt of disciplinary action, adversarial experiences with teachers, disruptive behaviors, increased depression, and low academic achievement are all student-related consequences of teacher burnout [14–16] and others [17,18].”
BackgroundBuilding Resilience: Strategies to Combat Burnout and Attrition in New Special Education Teachers
Jackson, K., & Parker, L. (2023) · Journal of Special Education Preparation · doi:10.33043/josep.3.3.56-70 · Cited by 10
“Furthermore, teacher burnout in education as a field is linked with worse academic achievement and lower student motivation (Madigan & Kim, 2021).”
BackgroundVerhavert, Y., Deliens, T., Cauwenberg, J. V., Hoof, E. V., Matthys, C., de Vries, J. D., Clarys, P., Martelaer, K. D., & Zinzen, E. (2024) · Scientific Reports · doi:10.1038/s41598-024-53044-w · Cited by 17
Workload doesn’t mean exhaustion: Antecedents of teacher burnout
Dung, V., Trang, V. T., & Lan, N. T. M. (2024) · Journal of Education and e-Learning Research · doi:10.20448/jeelr.v11i2.5641 · Cited by 20
“Burnout also has a negative correlation with students’ academic performance and motivation (Madigan & Kim, 2021).”
BackgroundCreating a resilient pedagogy: Character strengths intervention for aspiring educators
Janapati, G., & Vijayalakshmi, V. (2024) · Acta Psychologica · doi:10.1016/j.actpsy.2024.104465 · Cited by 21
Factors associated with teacher job satisfaction: An investigation using TALIS 2018 Data
Diagne, D. (2023) · Swiss Journal of Educational Research · doi:10.24452/sjer.45.3.4 · Cited by 21
“One reason for this is the potential role of job satisfaction in retaining effective teachers (Admiraal & Kittelsen Røberg, 2023; McJames et al., 2023; Madigan & Kim, 2021; Toropova et al., 2021; European Commission, 2021).”
BackgroundLevante, A., Petrocchi, S., Bianco, F., Castelli, I., & Lecciso, F. (2024) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2024.100403 · Cited by 15
Bellibaş, M. Ş., Özkul, R., Karacabey, M. F., & Polatcan, M. (2025) · Journal of Educational Administration · doi:10.1108/jea-02-2025-0062 · Cited by 10
Juárez, S. W., & Becton, A. B. (2024) · Action in Teacher Education · doi:10.1080/01626620.2024.2319294 · Cited by 16
“This turnover ultimately leads to adverse student outcomes related to academic achievement and motivation, disproportionately affecting students of color and those who live in low-income areas (Carver-Thomas et al., 2020; Madigan & Kim, 2021).”
BackgroundWhat it takes to be caring: Resources and benefits of caring teachers in Israel
Naama, E., & Lavy, S. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103852 · Cited by 10
Violanti, M. T., Kelly, S. E., Denton, E., & Schill, M. (2023) · Business and Professional Communication Quarterly · doi:10.1177/23294906231165738 · Cited by 8
Lep, Ž., Mirazchiyski, E. K., & Mirazchiyski, P. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1282775 · Cited by 18
Strydonck, I. V., Decramer, A., Peccei, R., & Audenaert, M. (2023) · Review of Public Personnel Administration · doi:10.1177/0734371x231220938 · Cited by 10
“This is problematic, as teachers’ emotional exhaustion may not only push them to quit teaching in general (Muylaert et al., 2023), but may also seriously endanger their provision of high-quality education to students (Arens & Morin, 2016; Madigan & Kim, 2021).”
Teachers’ perceived social-emotional competence as a vital mechanism of adult SEL
Collie, R. J., Sáez-Delgado, F., & Granziera, H. (2025) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2025.100117 · Cited by 15
Resilience and mental health in practicing chilean teachers during the pandemic
Vergara, P. V. V., Vergara, R. C., Gómez, M. C. S., Peixoto, F., & Silva, J. C. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104435 · Cited by 13
Exploring factors associated with student wellbeing in the United Arab Emirates: PISA 2018
Marquez, J., Lambert, L., & Khanna, D. (2024) · Journal of Research in International Education · doi:10.1177/14752409241243011 · Cited by 11
“This necessarily includes efforts to promote teacher wellbeing, a predictor of student wellbeing and academic performance (Burić et al, 2019; Harding et al, 2019; Madigan & Kim, 2021).”
BackgroundAllen, P. J., Bergès, I., Joiner, R., & Noam, G. G. (2022) · Teaching and Teacher Education · doi:10.1016/j.tate.2022.103827 · Cited by 13
Burnout y estresores en docentes durante la pandemia por COVID-19
Santa-Cruz-Espinoza, H., Chávez-Ventura, G., Domínguez-Vergara, J., Castañeda-Paredes, J., & Robles, E. D. A. (2022) · Bordón. Revista de pedagogía · doi:10.13042/bordon.2022.94236 · Cited by 8
An Analysis of Burnout among Female Nurse Educators in Saudi Arabia Using K-Means Clustering
Baghdadi, N. A., Alsayed, S. K., Malki, G. A., Balaha, H. M., & Abdelaliem, S. M. F. (2022) · European Journal of Investigation in Health Psychology and Education · doi:10.3390/ejihpe13010003 · Cited by 9
“Additionally, job burnout among nursing educators potentially affects the reputation of nursing colleges, commitment to higher education settings, and the learning experience of nursing students [9].”
BackgroundDoyle, N. B., Varón, J. A. G., Downer, J. T., & Brown, J. L. (2023) · Teaching and Teacher Education · doi:10.1016/j.tate.2023.104232 · Cited by 9
Sandilos, L. E., Hindman, A. H., Lathrop, J. A., & Wu, Q. (2023) · Review of Research in Education · doi:10.3102/0091732x231210246 · Cited by 12
“…(e.g., stress, depression, burnout) to lower quality teacher-student interactions (Ansari et al., 2022; Penttinen et al., 2020; Sandilos et al., 2015) and weaker student performance in academic content areas across grade levels (Klusmann et al., 2016; Madigan & Kim, 2021; McLean & Connor, 2015).”
BackgroundConroy, K., Obee, A. F., Schiavone, E. M., Urcuyo, A. E., Cramer, E., Comer, J. S., & Frazier, S. L. (2024) · Children and Youth Services Review · doi:10.1016/j.childyouth.2024.107961 · Cited by 8
How Do Korean Secondary School Teachers Perceive Psychological Burnout in Their Teaching Careers?
Shim, T., Jun, M., & Lee, S. Y. (2024) · Behavioral Sciences · doi:10.3390/bs14121210 · Cited by 9
“Burned-out teachers may leave the profession, worsening teacher shortages and deepening educational inequality [10,11].”
Erer, S., Hadjar, A., & Backes, S. (2025) · International Journal of Educational Research · doi:10.1016/j.ijer.2025.102572 · Cited by 11
Zhou, H., Xu, S. Q., Chung, D.-H., & Dang, D. X. (2025) · PLoS ONE · doi:10.1371/journal.pone.0321055 · Cited by 16
“…job satisfaction can optimize their educational performance [47,48], help establish effective educational environments, improve educational quality [44], foster collaborative relationships among colleagues [43], and ultimately enhance students’ academic performance and learning experience [41].”
Online education benefits instructors’ emotional labor management
Sonnenberg, D., & Rutledge, P. (2024) · Computers and Education Open · doi:10.1016/j.caeo.2024.100225 · Cited by 16
gultom, A., & Suhartini, S. (2021) · Advances in Social Science, Education and Humanities Research/Advances in social science, education and humanities research · doi:10.2991/assehr.k.210326.024 · Cited by 7
“The budget allocation that has been decided by Presidential Instruction Number 4 of 2020 concerning refocussing of activities, relocation of budgets, and procurement of goods and services in order to accelerate the handling of Covid-19 must be implemented immediately [44].”
BackgroundValidación de la Versión Española de la Escala de Compromiso Académico para Educación Primaria
Morcillo-Martínez, A., Infantes‐Paniagua, Á., García-Notario, A. I., & Jordán, O. R. C. (2021) · RELIEVE - Revista Electrónica de Investigación y Evaluación Educativa · doi:10.30827/relieve.v27i2.22769 · Cited by 7
Soliman, D. M. (2023) · Journal of Hospitality & Tourism Education · doi:10.1080/10963758.2023.2191323 · Cited by 7
“In other words, the positive feelings of the lecturer fuel the course and humanize it (Goshtasbpour et al., 2020; Henritius et al., 2019; Hew, 2016; Louwrens & Hartnett, 2015; Madigan & Kim, 2021).”
Lavery, L., & Dahill‐Brown, S. E. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104549 · Cited by 7
Freire, C., Ferradás, M. D. M., Bértoa, A. G., Núñez, J. C., & Valle, A. (2022) · Revista de Psicodidáctica · doi:10.1016/j.psicod.2022.07.001 · Cited by 9
BREATHE-EASE Goals for Reducing Special Education Teacher Burnout
Ruble, L. A., McGrew, J. H., Dueber, D., & Salyers, M. P. (2024) · Teacher Education and Special Education The Journal of the Teacher Education Division of the Council for Exceptional Children · doi:10.1177/08884064241288262 · Cited by 9
“…of one’s work-related performance (i.e., PA; Dike et al., 2021; Schnaider-Levi et al., 2020) occurs, accumulating in poor student achievement (Madigan & Kim, 2021; Wong et al., 2017) and lower levels of fidelity of implementation of evidence-based practices (Gar-wood, 2023; Wong et al.,…”
Drew, S. V., Liu, Y., & Nicoll-Senft, J. M. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104917 · Cited by 6
Wang, Y., & Kee, D. M. H. (2025) · Asian Education and Development Studies · doi:10.1108/aeds-06-2024-0133 · Cited by 7
Hopman, J., & Clark, T. (2023) · Education Sciences · doi:10.3390/educsci13111141 · Cited by 6
Demographics and job satisfaction as predictors of mental well-being of Filipino teachers
Oducado, R. M., Amboy, M. K. Q., Robles, B. R., Rosano, D. A., Montaño, H. C., Temelo, D. R., Penuela, A. C., Salistre, A., Ramirez, L. M. M., & Tamdang, K. A. (2024) · IJERI International Journal of Educational Research and Innovation · doi:10.46661/ijeri.8205 · Cited by 10
Oregon’s journey creating social and emotional learning standards for educator preparation programs
Hon, D., Rush, K., Darwich, L., Sauve, J. A., & O’Neil, L. V. (2024) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2024.100054 · Cited by 7
Familiarity and Use of MyPlate: An Online Focus Group Exploration Among Midwestern K–12 Teachers
Hastert, M. C., Chrisman, M., Endsley, P., Skarbek, A. J., & Marchello, N. J. (2022) · Journal of Nutrition Education and Behavior · doi:10.1016/j.jneb.2022.08.017 · Cited by 9
Burnout among public primary school teachers in Dire Dawa administrative region, Ethiopia
Gebretsadik, D. M. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.994313 · Cited by 8
Under the sword of Damocles: Exploring the well-being of university academics during a crisis
Subban, P., Laletas, S., Creely, E., Southcott, J. E., & Fernandes, V. (2022) · Frontiers in Education · doi:10.3389/feduc.2022.1004286 · Cited by 6
“From a psychological and emotional standpoint, supportive listening and supportive communication are critical to supporting academics and helping them avoid burnout which in turn negatively impacts student learning (Madigan and Kim, 2021).”
BackgroundOetjen, B. (2023) · Education Sciences · doi:10.3390/educsci13050523 · Cited by 9
Weiher, G. M., Varol, Y. Z., & Horz, H. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1143773 · Cited by 8
Hutchison, S. M., González, O. D.-J., Watts, A. W., Oberle, E., Gadermann, A., Goldfarb, D. A., Oberlander, T. F., Lavoie, P. M., & Mâsse, L. C. (2023) · Journal of Affective Disorders Reports · doi:10.1016/j.jadr.2023.100662 · Cited by 6
Meaning in Work of Indonesian Teachers: A Phenomenological Research
Suyatno, S., Hasanah, E., Wantini, W., Pambudi, D. I., & Supardi, S. (2021) · The Qualitative Report · doi:10.46743/2160-3715/2021.4970 · Cited by 6
Kim, L. E., Bowling, A., & Asbury, K. (2024) · Cambridge Journal of Education · doi:10.1080/0305764x.2024.2336138 · Cited by 7
“Specifically, one can identify ways to support teacher wellbeing and teaching effectiveness (Clinton et al., 2018; Madigan & Kim, 2021a), which in turn may improve teacher retention rates (Madigan & Kim, 2021b; Mérida-López et al., 2022; Nguyen et al., 2020).”
BackgroundSelf-citationSun, K., Jiang, A. L., & Jin, Y. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105005 · Cited by 11
Hadley, E. B., Liu, S., Kim, E., McKenna, M., & Hull, K. (2025) · AERA Open · doi:10.1177/23328584251338816 · Cited by 7
“Finally, studies reported high rates of teacher burnout and sharp declines in teacher mental health (Hutchison et al., 2022; Pressley, 2021), which may have further affected student outcomes (Madigan & Kim, 2021).”
He, S., Liu, L., & Lu, Y. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.105782 · Cited by 5
Han, Y. (2025) · European Journal of Education · doi:10.1111/ejed.70304 · Cited by 5
Hennessey, A., MacQuarrie, S., Pert, K., Mason, C., & Verity, L. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1675773 · Cited by 9
Lindström, M. (2026) · Educational Assessment Evaluation and Accountability · doi:10.1007/s11092-025-09476-7 · Cited by 10
Heredia, L., Ventura, D., Torrente, M., & Vicens, P. (2024) · Mind Brain and Education · doi:10.1111/mbe.12419 · Cited by 7
Ruble, L. A., Cormier, C. J., McGrew, J. H., & Dueber, D. (2024) · Remedial and Special Education · doi:10.1177/07419325241265979 · Cited by 5
Matiz, A., Pascut, S., Fabbro, F., & Crescentini, C. (2025) · Mindfulness · doi:10.1007/s12671-025-02573-0 · Cited by 7
“…performance (Dreer, 2023; Gray et al., 2017; Sorensen & Ladd, 2020; Travers, 2017), in students’ poorer mental health (Madigan & Curran, 2021; Madigan & Kim, 2021), and reduced teachers’ self-efficacy (Capone & Petrillo, 2020; Skaalvik & Skaalvik, 2016; von Muenchhausen et al., 2021; Zhang…”
Sobre, M. S., & Seals, A. (2025) · Communication and Democracy · doi:10.1080/27671127.2025.2488349 · Cited by 5
Post-Traumatic Distress and Burnout Among Chinese School Teachers: The Mediating Role of Forgiveness
Wang, Y., Chung, M. C., & Fang, S. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.642926 · Cited by 6
Salinas, E., Stancel‐Piątak, A., & Nicaise, I. (2022) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2022.100196 · Cited by 7
Cheng, A. A., Lee, M. H., & Djita, R. R. (2022) · Journal of Religion and Health · doi:10.1007/s10943-022-01647-w · Cited by 5
“…to several undesirable outcomes, such as the increased likelihood of leaving the teaching profession, poor student performance, job dissatisfaction, low job morale, cynicism, and feelings of personal inefficacy (Chang, 2009; Kim et al., 2017a, 2017b; Madigan & Kim, 2021; Yorulmaz et al., 2017).”
BackgroundThe Burnout Blues: Examining the Causes and Solutions for Teacher Burnout in Education
Bedir, H. (2023) · International Journal of Social Sciences and Educational Studies · doi:10.23918/ijsses.v10i3p449 · Cited by 13
Ardi, P., Sari, R., Hidayat, L. E., Dewi, O. T. S., Cahyono, B. Y., & Surabaya, U. P. A. B. (2023) · Studies in Linguistics Culture and FLT · doi:10.46687/uuhh4920 · Cited by 5
Pöysä, S., Jõgi, A., Tammets, K., Eisenschmidt, E., Pakarinen, E., & Lerkkanen, M. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1156516 · Cited by 7
Atik, U., Karaman, M. A., & Sarı, H. İ. (2024) · Education Sciences · doi:10.3390/educsci14050526 · Cited by 10
Hua, Z., Li, Y., Zuo, H., Ma, R., & Gao, R. (2024) · Teaching and Teacher Education · doi:10.1016/j.tate.2024.104762 · Cited by 5
Harnessing the power of ChatGPT to develop effective MCQ-based clinical pharmacy exams
Ahmed, A., Jamil, E., Abubakar, M., Batool, A., Akhtar, M. M., Nasiri, M. I., & Ullah, M. (2024) · Journal of Research on Technology in Education · doi:10.1080/15391523.2024.2425435 · Cited by 5
“Additionally, burnout among teachers can negatively impact student outcomes (Madigan & Kim, 2021).”
Fostering Holistic Development
Ramaila, S. M. (2024) · Advances in educational marketing, administration, and leadership book series · doi:10.4018/979-8-3693-6427-7.ch005 · Cited by 6
Câmpeanu, E. M., Boitan, I. A., & Anghel, D. G. (2023) · Management & Marketing · doi:10.2478/mmcks-2023-0017 · Cited by 5
“Several papers frequently employ constructs such as outcome (Green et al., 2012; Barak et al., 2016; Reeve et al., 2020; Snijders et al., 2020) and achievement (Collie et al., 2017; Palos et al., 2019; Abdelrahman, 2020; Madigan & Kim, 2021) related to the educational process.”
Cross-sector and interprofessional collaborations
Brodén, D. N. (2022) · OECD education working papers · doi:10.1787/7144c6ac-en · Cited by 13
What systematic connections should we have around schools to support the work of teachers?
McGrath, J. (2023) · OECD education working papers · doi:10.1787/77de597c-en · Cited by 18
Kamtsios, S., & Kakouris, V. (2025) · Psychological Reports · doi:10.1177/00332941251320026 · Cited by 8
Huan, T. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-05842-4 · Cited by 4
“…2021; Davila 2023; Marshall et al. 2016), the organizational policies and practices (Xanthopoulou et al. 2007), limited advancement opportunities and low compensation (Carter 2019), unclear role responsibilities (Boettcher et al. 2019; Campbell et al. 2021; Madigan and Kim 2021) and so on.”
Mental health and burnout levels of early childhood education pedagogical teams in Chile
Fuentes-Vilugrón, G., Baeza-Vargas, Y., Fuentes-Fuentes, D., Ortiz-Peña, D., Rojas-Estrada, D., Sandoval-Obando, E., Arriagada-Hernández, C., Navarrete, F. C., Pezo, P. E., & Castellanos-Alvarenga, L. M. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1680412 · Cited by 8
Angelini, G., Mamprin, C., Buonomo, I., Benevene, P., & Fiorilli, C. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.105284 · Cited by 7
Hövel, D. C., Röösli, P., Jurkic, A., Nideröst, M., Link, P.-C., & Sticca, F. (2025) · Behavioral Sciences · doi:10.3390/bs15111511 · Cited by 10
“These are closely associated with emotional exhaustion, lower job satisfaction, and higher turnover intentions (Madigan & Kim, 2021; Skaalvik & Skaalvik, 2020).”
Liu, M. (2025) · Humanities and Social Sciences Communications · doi:10.1057/s41599-025-06001-5 · Cited by 5
“These classroom-level effects, in turn, can adversely affect students, with research indicating associations between teacher burnout and lower student academic achievement, reduced motivation, and more negative perceptions of the school environment (Jang and Hong, 2024; Madigan and Kim, 2021).”
InfluentialBurnout Across Healthcare, Educational, and Professional Populations: A Comprehensive Scoping Review
Chalghaf, N., Chokri, I., Dhahbi, W., Ceylan, H. İ., Bragazzi, N. L., Muntean, R. I., Ștefănică, V., Guelmami, N., & Dergaa, I. (2026) · Journal of Multidisciplinary Healthcare · doi:10.2147/jmdh.s564113 · Cited by 6
“7,8 Notably, the This scoping review systematically mapped burnout literature across professional and educational populations, examining measurement approaches, prevalence patterns, intervention strategies, temporal trends, and research gaps to advance evidence-based prevention and management.”
Wessam, A. K., Mariam, O. O. A. A., Dhoha, M. A. S. A., et al. (2024) · Advances in Biomedical and Health Sciences · doi:10.4103/abhs.abhs_24_24 · Cited by 4
“We're Not Giving Up” Special Education Teacher's Experiences During the COVID‐19 Pandemic
Hurwitz, S., Carlock, K., & Garman‐McClaine, B. (2025) · Psychology in the Schools · doi:10.1002/pits.23417 · Cited by 4
“They were at elevated risk of developing compassion fatigue and emotional exhaustion (Koenen et al. 2019; Madigan and Kim 2021; Ormiston, Nygaard, and Apgar 2022).”
Not the job I imagined: teachers’ expectations of their work in the context of teaching shortages
Lampert, J., McPherson, A., & Baptista, A. C. (2025) · Teachers and Teaching · doi:10.1080/13540602.2025.2502953 · Cited by 4
“…when demand out-weighs supply so seriously and teachers are so hard to replace) (Ingersoll & Tran, 2023) and, most importantly, to impact student achievement and academic outcomes when students, especially from disadvantaged backgrounds, experience constant teacher churn (Madigan & Kim, 2021).”
Beyond Emotional Intelligence: Validation of a Model of Emotional Competence Applied to Teachers
Rodríguez-Hernández, A. F., Hernández-Jorge, C. M., & Hernández, J. D. (2025) · Education Sciences · doi:10.3390/educsci15091157 · Cited by 5
Hlaďo, P., Lintner, T., Juhaňák, L., & Harvánková, K. (2025) · Applied Psychology Health and Well-Being · doi:10.1111/aphw.70075 · Cited by 8
“It also contributes to lower job commitment, higher absenteeism, and increased turnover intentions, making it a key factor in teacher attrition (Agyapong et al., 2022; Billingsley & Bettini, 2019; Madigan & Kim, 2021; Salvagioni et al., 2017).”
Alzahmi, E. A., Belbase, S., & Hosani, M. A. (2022) · Education Sciences · doi:10.3390/educsci12100718 · Cited by 4
“Teacher burnout is related to collegiality in the workplace, which may have a signif‐ icant impact on teachers’ learning and development, ultimately influencing students’ learning and achievement [18].”
BackgroundEffects of a Mindfulness Intervention to Improve Teachers’ Well-being
Almaguer-Botero, A. P., Miller, E. L., Chen, R. K., & Carlson, R. (2023) · Trends in Psychology · doi:10.1007/s43076-023-00318-3 · Cited by 5
“…stress among teachers decreases job satisfaction (Carver-Thomas & Darling-Hammond, 2017), lowers teachers’ physical and mental well-being (Huk et al., 2019), is transmitted to students, which has been linked to lack of student motivation and performance (Madigan & Kim, 2021; Tikkanen et al., 2021).”
Chen, X., Wang, L.-F., Liao, X.-L., Wang, S., Yang, L., & Chen, I. (2024) · Frontiers in Public Health · doi:10.3389/fpubh.2024.1442852 · Cited by 5
PREDICTIVE FACTORS OF TEACHER STRESS DURING THE COVID-19 PANDEMIC
Jafar, M. F., Sulaiman, N., & Dahlan, N. A. (2022) · International Journal of Education Psychology and Counseling · doi:10.35631/ijepc.746027 · Cited by 4
“The student’s psychology aspect is also agitated because of the actions of teachers who are unable to control their emotions due to the stress (Madigan & Kim, 2021).”
BackgroundTeachers’ Coping Strategies and Job Satisfaction in Distance Teaching During the COVID-19 Pandemic
Manina, V. A., Petrakova, A. V., Куликова, А. А., Орел, Е. А., & Kanonire, T. (2023) · Psychological Science and Education · doi:10.17759/pse.2023000001 · Cited by 5
Steiner, E. D., Woo, A., Suryavanshi, A., & Redding, C. (2023) · RAND Corporation eBooks · doi:10.7249/rra827-15 · Cited by 5
The Impact of Work Stress on the Psychological Well-being of Public Elementary School Teachers
Alegre, E. M., & Labajo, J. K. M. (2023) · International Journal of Membrane Science and Technology · doi:10.15379/ijmst.v10i2.1305 · Cited by 10
Should schools “return to normal”? Mixed outcomes resulting from COVID‐19 in schools
Tomkunas, A. J., Welliver, M., Wink, M. N., & LaRusso, M. D. (2023) · Psychology in the Schools · doi:10.1002/pits.23003 · Cited by 6
Yan, D. (2023) · Teacher Development · doi:10.1080/13664530.2023.2237484 · Cited by 4
The School Principal, Teacher Burnout, and Need-Supportive Conversation
Adams, C. M., Adigun, O. B., & Fiegener, A. M. (2023) · Leadership and Policy in Schools · doi:10.1080/15700763.2023.2289017 · Cited by 4
“…(Skaalvik & Skaalvik, 2010, 2011, 2018), reduces instructional quality (Arens & Morin, 2016; Shen et al., 2015; Wong et al., 2017), harms student-teacher relationships (Madigan & Kim, 2021; Shen et al., 2015), and negatively affects school performance (Herman et al., 2020; Hoglund et al., 2015).”
Zhang, Y., Yu, Q., Renshaw, T. L., Li, H., Fallon, L. M., & Jiang, X. (2025) · Journal of School Psychology · doi:10.1016/j.jsp.2025.101428 · Cited by 5
Dangaiso, P., & Tsvere, M. (2025) · Cogent Education · doi:10.1080/2331186x.2025.2533302 · Cited by 3
“Madigan and Kim (2021) also reported that academic attributes such as teacher leadership, motivation and teaching style enhanced student achievement.”
The Role of Self‐Compassion in Teachers' Well‐Being: A Systematic Review and Meta‐Analysis
Wong, M. Y. C., Fung, H. W., Yuan, G. F., & Tao, S. (2025) · International Journal of Psychology · doi:10.1002/ijop.70098 · Cited by 7
Metadata
- Authors
- Madigan, D. J., & Kim, L. E.
- Affiliations
- York St John University (GB)
- University of York (GB)
- Corresponding author
- Madigan, Daniel J.
- Venue
- International Journal of Educational Research
- Publisher
- Elsevier BV
- Published
- 2021
- Volume
- 105
- Pages
- 101714
- ISSN
- 0883-0355 (ISSN-L)
- 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
- green
- orcid.org
- 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 › Medicine › Public Health, Environmental and Occupational Health › 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
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