“I always take their problem as mine” – Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts

Falk, Danielle; Shephard, Daniel; Mendenhall, Mary

doi:10.1016/j.ijedudev.2022.102670

Cited by 14 publications

(9 citation statements)

References 33 publications

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“…Professional development programs can train educators in relationship-building techniques, effective communication, and empathetic engagement ( Baker et al, 2008 ). Encouraging a supportive school culture that values and promotes positive interactions between teachers and students is equally important ( Falk et al, 2022 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Wang,

Yang,

Chen

et al. 2024

Front. Psychol.

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IntroductionThis research investigates the complex interplay of factors influencing teacher emotional exhaustion within the educational environment. It draws upon a diverse sample of 680 teachers from 15 primary educational institutions in various districts of Shanghai, China.MethodsThe study examines the interrelationships among teacher-student relationships, perceived autonomy, teaching motivation, and emotional exhaustion. It employs validated scales to measure these constructs and utilizes Structural Equation Modeling (SEM) for analysis.ResultsThe analyses using SEM reveal significant associations among the variables under study. The findings indicate robust correlations between positive teacher-student relationships, perceived autonomy, and higher teaching motivation. Concurrently, these factors exhibit a negative relationship with emotional exhaustion.DiscussionMediation analysis further unveils that teaching motivation plays a significant mediating role in the associations between teacher-student relationships, perceived autonomy, and emotional exhaustion. This emphasizes the intricate indirect effects of these constructs.ConclusionThe study underscores the multifaceted nature of these factors and their collective impact on teacher well-being within educational settings. The implications derived highlight the importance for educational institutions to prioritize interventions fostering positive teacher-student relationships, autonomy-supportive environments, and intrinsic motivation among educators. These interventions aim to alleviate emotional exhaustion and enhance teacher well-being.

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Section: Literature Reviewmentioning

confidence: 99%

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Wang,

Yang,

Chen

et al. 2024

Front. Psychol.

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“…In situations marked by crises, Falk et al (2022) delved into the dynamics of teacher-student relationships and teacher well-being. They underscored the concept that teachers frequently take on their students' issues as their own, shedding light on the intricate relationship between teacher-student connections and teacher wellbeing in demanding circumstances.…”

Section: Teacher-student Relationshipmentioning

confidence: 99%

“…Job crafting, by providing teachers with autonomy and control over their tasks and responsibilities, empowers them to foster more positive and supportive interactions with their students (Wang et al, 2022). The ability to customize their roles and duties can positively influence the quality of teacher-student relationships, enriching the emotional connection and interpersonal dynamics (Aldrup et al, 2018;Farhah et al, 2021;Falk et al, 2022;Zheng, 2022).…”

Section: The Present Studymentioning

confidence: 99%

The associations among gratitude, job crafting, teacher-student relationships, and teacher psychological well-being

Zheng,

Huang,

2024

Front. Psychol.

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IntroductionThis study explores the complex dynamics among gratitude, job crafting, teacher psychological well-being, and teacher-student relationships within the context of Chinese English as a Foreign Language (EFL) teachers.MethodsA sample of 456 Chinese EFL teachers participated in this study. Valid scales were administered to collect data on gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. Structural Equation Modeling (SEM) was employed to investigate these relationships.ResultsThe findings reveal significant connections between gratitude, job crafting, teacher psychological well-being, and teacher-student relationships. SEM analysis demonstrates that gratitude and job crafting have direct effects on teacher psychological well-being. Furthermore, teacher-student relationships were identified as a mediator in these relationships.DiscussionThis study underscores the importance of gratitude and job crafting in enhancing the psychological well-being of EFL teachers. It highlights the mediating role of positive teacher-student relationships in the associations between gratitude, job crafting, and teacher psychological well-being. These results have implications for the development of interventions and practices aimed at promoting gratitude, job crafting, and positive teacher-student relationships in the EFL teaching context.

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“…The importance of using positive indicators of teacher subjective wellbeing, such as positive emotions and cognition, has been highlighted in studies that have related teacher wellbeing to student wellbeing ( Renshaw et al, 2015b ), students’ motivation and teaching efficacy ( Nie et al, 2012 ). The quality of the relationship with students as well as the ability of teachers to support their students in times of crisis also condition the level of teacher wellbeing ( Falk et al, 2022 ).…”

Section: Teacher Subjective Wellbeingmentioning

confidence: 99%

Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

2023

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The coronavirus pandemic has significantly reshaped the way teaching activities are carried out, thus intensifying the stress felt by teachers. The teacher-student relationship has also changed under the influence of social constraints. Together, these have affected teachers’ work efficiency and redefined their connection with the school. The present study aims to examine the extent to which personality traits, role ambiguity, and relational competence predict teacher subjective wellbeing. The study sample consisted of 105 university teachers. Three hierarchical multiple regression analyses were conducted separately for each of the three criterion variables used in this research: teaching efficacy, school connectedness, and teacher subjective wellbeing. The results indicated that the personality traits emotionality, extraversion, and conscientiousness are significant predictors for all three variables, while honesty-humility, agreeableness, and openness to experience are not predictors for any of the variables. However, in the third step of the regression analysis, conscientiousness was found to lose its predictive quality for the variables school connectedness and teacher subjective wellbeing, its place being taken by emotionality. Both role ambiguity and relational competence are significant predictors for teaching efficacy, for school connectedness, and for teacher subjective wellbeing. Based on these results, universities can design some measures to reduce role ambiguity of teachers and can identify areas of training needed to increase their relational competence, while simultaneously reducing the costs associated with wellbeing and productivity problems. Several training modules and courses are proposed to be designed and included in the curriculum of initial and in-service teacher training programs, in order to contribute to increasing teachers’ performance.

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“I always take their problem as mine” – Understanding the relationship between teacher-student relationships and teacher well-being in crisis contexts

Cited by 14 publications

References 33 publications

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

Understanding teacher emotional exhaustion: exploring the role of teaching motivation, perceived autonomy, and teacher–student relationships

The associations among gratitude, job crafting, teacher-student relationships, and teacher psychological well-being

Personality traits, role ambiguity, and relational competence as predictors for teacher subjective wellbeing

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