Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship
Open accessAbstract
Asked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being. However, there is a pressing need to uncover the psychological processes explaining this association. In their model of teacher well-being, Spilt, Koomen, and Thijs (2011) suggested the teacher-student relationship as a mediator. To test this assumption, the present study used longitudinal data from N = 222 teachers who rated student misbehavior in their classroom, the teacher-student relationship, and their well-being in terms of emotional exhaustion and work enthusiasm. In addition, the teachers' students (N = 4111) were asked about behavior problems in their class. The results revealed links between teacher-rated student misbehavior, increased exhaustion, and decreased enthusiasm. Student-rated misbehavior was correlated with teacher well-being to a lesser extent. Furthermore, the teacher-student relationship was positively associated with teacher well-being and mediated the link between teacher-perceived misbehavior and enthusiasm.
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Student misbehaviour is associated with lower levels of teacher wellbeing.
“Student misbehaviour is associated with lower levels of teacher wellbeing (Aldrup et al., 2018;Kaynak, 2020).”
From What do we know about interventions to improve educator wellbeing? A systematic literature review (2024) · cites this paper as Aldrup et al., 2018
The great majority of studies measured TWB as a trait, while only four assessed it as a dynamic state using daily measures.
“It also worth noting that the great majority of studies measured TWB as a trait, while only four assessed it as a dynamic state using daily measures (Aldrup et al., 2018;Lavy & Eshet, 2018;Simbula, 2010;Tadić Vujčić, Oerlemans, & Bakker, 2017).”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2018
Positive teacher-student relationships were found to be supportive for teacher well-being.
“Generally, positive teacher-student relationships were found to be supportive for TWB”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2018
Teacher-student relationships, with a mediation effect of PM = .40, may explain the role of student misbehavior in shaping teacher well-being.
“it is possible that teacher-student relationships (mediation effect P M = .40)can explain the role of student misbehavior in shaping TWB (Aldrup et al., 2018).”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2018
Both studies that applied questionnaires used two measurement points over one year.
“Both studies that applied questionnaires (Aldrup et al., 2018;Renshaw et al., 2015) used two measurement points over one year.”
From Teacher well-being: A systematic review of the research literature from the year 2000–2019 (2021) · cites this paper as Aldrup et al., 2018
Teaching staff usually have higher burnout rates.
“Specifically, teaching staff usually have higher burnout rates [6,7,8,9,10,11,12,13,14,15,16,17,18,19]”
From Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers (2020) · cites this paper as [15]
Burnout syndrome is present in some secondary school teachers.
“the results obtained corroborate that burnout syndrome is actually present in some secondary school teachers [6,7,8,9,10,11,12,13,14,15,16,17,18,19].”
From Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers (2020) · cites this paper as [15]
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Self-citation
- Authors
- Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U.
- Affiliations
- Leibniz Institute for Science and Mathematics Education (DE)
- University of Tübingen (DE)
- Corresponding author
- Aldrup, Karen
- Venue
- Learning and Instruction
- Publisher
- Elsevier BV
- Published
- 2018-12
- Volume
- 58
- Pages
- 126-136
- ISSN
- 0959-4752 (ISSN-L)
- OpenAlex
- W2809669334
- Cited by
- 435
- References
- 72
- Citations by year
- 2026: 56 · 2025: 70 · 2024: 61 · 2023: 73 · 2022: 48 · 2021: 63 · 2020: 51 · 2019: 12 · 2018: 1
- FWCI
- 42.99
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Learning and Instruction (publishedVersion, cc-by)
- Funders
- Ministries of Education, Youth, and Sports in Baden-Württemberg and Saxony, Germany
- Topics
- Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
- Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
- Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
- Keywords
- student misbehavior, teacher well-being, teacher-student relationship, emotional exhaustion, work enthusiasm, classroom disruption, teacher stress, mediation
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