Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

Aldrup, Karen; Klusmann, Uta; Lüdtke, Oliver; Göllner, Richard; Trautwein, Ulrich

doi:10.1016/j.learninstruc.2018.05.006

Cited by 268 publications

(267 citation statements)

References 72 publications

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“…The same notion was revealed in a study, which stated that positive teacher-student relation is generally reflected in a respectful, warm and trusting relationship and a low level of conflict (Aldrup et al, 2018;Davis, 2003;Roorda et al ., 2011). This is vital in supporting student development as it makes the student feel safe and develops a close relationship with the teacher (Deci et al, 1991).…”

Section: The Influence Of Student Misbehavior On Work Enthusiasm Throsupporting

confidence: 58%

“…Previous researches show that teacher psychological well-being is influenced by exposure to stress in the workplace (Aldrup, Klusmann, & Lüdtke, 2017;Duygulu, Ciraklar, Guripek, & Bagiran, 2013;Kyriacou, 2011;Rafsanjani & Rahmawati, 2019). One of the dominant causes of stress for teacher is student misbehavior (Aldrup, Klusmann, Lüdtke, Göllner, & Trautwein, 2018;Kyriacou, 2011). In this particular study, it is related to disciplinary violation, disturbance in classroom that interrupts the learning process and disrespect towards the teacher (Aloe, Shisler, Norris, Nickerson, & Rinker, 2014;Dicke et al, 2014).…”

Section: Introductionmentioning

confidence: 86%

“…In this particular study, it is related to disciplinary violation, disturbance in classroom that interrupts the learning process and disrespect towards the teacher (Aloe, Shisler, Norris, Nickerson, & Rinker, 2014;Dicke et al, 2014). Based on this view, it is believed that a decline in teacher psychological well-being has been linked to student misbehavior in classroom (Aldrup et al, 2018).…”

Section: Introductionmentioning

confidence: 92%

“…The previous findings that showed student misbehavior, always linked as one cause of reduced teacher psychological well-being (Aldrup et al, 2018;Aloe et al, 2014;Kyriacou, 2011). However, this relationship left us with a question on how exactly the process student misbehavior may have affected the teacher psychological well-being.…”

Section: Introductionmentioning

confidence: 94%

“…Teacher-student relationship is generally characterized by a mutual respect, trust, warmth, and of low conflict (Aldrup et al, 2018). Such relationship plays a vital role in students development because it makes the students feel safe and attached to their teachers (Deci, Vallerand, Pelletier, & Ryan, 1991) and makes the students feel appreciated and supported by their teachers, and in the end, they are motivated to attain positive learning outcomes of cognitive, affective and behavioral (Aldrup et al, 2018;Cornelius-White, 2007;Kunter et al, 2013;Roorda, Koomen, Spilt, & Oort, 2011). But the relationship between teacher-student relations and the teacher psychological well-being is often overlooked.…”

Section: Introductionmentioning

confidence: 99%

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Does teacher-student relationship mediate the relation between student misbehavior and teacher psychological well-being?

Rafsanjani

Pamungkas

Rahmawati

2019

JABE

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One dominant determinant of teacher psychological well-being is the problem of student discipline. This study seeks to describe how the process of student disciplin (seen of student misbehavior) may affect teacher psychological well-being (seen of enthusiasm and emotional exhaustion) by including a mediator variable, namely teacher-student relation. This study was conducted on 159 economics teachers of senior high schools in Malang (Malang City and Malang Regency) using a total population sampling. We used structural equation modeling (SEM) for data analysis, followed by a sobel test the mediating role of variable in teacher-student relationship. The results showed that student misbehavior had a negative effect on work enthusiasm but a positive effect on students' emotional exhaustion. This study also found that teacher-student relation mediate the relationship between student misbehavior and teacher psychological well-being. The results of this study explain the process of student misbehavior in establishing teacher-student relations which ultimately influences teacher work enthusiasm and emotional well-being.

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Section: The Influence Of Student Misbehavior On Work Enthusiasm Throsupporting

confidence: 58%

Section: Introductionmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 92%

Section: Introductionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Does teacher-student relationship mediate the relation between student misbehavior and teacher psychological well-being?

Rafsanjani

Pamungkas

Rahmawati

2019

JABE

View full text Add to dashboard Cite

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‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

Wilson

Sellman

Joseph

2023

British Educational Res J

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The mental health and wellbeing of young people is increasingly a concern in schools. This study explores how English secondary school teachers perceive and engage with the concept of wellbeing. By asking teachers to reflect on their practice, we can draw out their relational experience and knowledge about wellbeing in the classroom. Twenty teachers were interviewed about their practice in the context of the Covid‐19 pandemic and during the academic year 2020–21. Reflexive thematic analysis reveals the challenges experienced by teachers. Specifically, we find a perceived role conflict for teachers between giving care and purveying knowledge. We draw on recent policy research and the work of Nel Noddings to account for this conflict in terms of conceptualisations of teaching practice and purpose. We illustrate how an emphasis within schools on ‘doing well’ academically undermines and marginalises a more holistic sense of ‘being well’, which contributes to a set of strains on teachers personally, professionally and relationally in terms of their interactions with students and colleagues. We propose that ‘doing well’ arises out of ‘being well’, rather than the converse, and should hence be an educational policy priority. Finally, we offer implications for how wellbeing may be woven into school culture.

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The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic: An Interpretative Phenomenological Analysis

Oxley,

Asbury,

Kim

2023

British Educational Res J

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Given the recruitment and retention crisis within the teaching profession, it is essential that the factors contributing to this are examined. Studies suggest that there has been a general decline in teacher wellbeing since the onset of the Covid‐19 pandemic, and student conduct problems are known to be a key negative contributor to poor teacher wellbeing. This study examines how student conduct problems influenced teachers’ wellbeing following the onset of the Covid‐19 pandemic. Specifically, it explores the extent to which student behaviour was seen as changing during the pandemic, and how this may have had an impact on teachers’ wellbeing. Nine participants took part in this study. All the participants were teachers in schools in England (four primary and five secondary; nine female). The data were collected via semi‐structured virtual interviews. Using a qualitative approach, the study undertook an in‐depth analysis of the interview data using Interpretative Phenomenological Analysis. The findings suggest that the teachers experienced an increase in student conduct problems following the onset of the pandemic and that this negatively affected wellbeing for some. The teachers also reported an increased need for student support and differential needs for different groups of students. It is important that consideration is given as to how teachers can be effectively supported to manage student conduct problems and the potential impact of these on their wellbeing, particularly since the onset of the pandemic.

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Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship

Cited by 268 publications

References 72 publications

Does teacher-student relationship mediate the relation between student misbehavior and teacher psychological well-being?

Does teacher-student relationship mediate the relation between student misbehavior and teacher psychological well-being?

‘Doing well’ and ‘being well’—secondary school teachers’ perspectives

The impact of student conduct problems on teacher wellbeing following the onset of the Covid‐19 pandemic: An Interpretative Phenomenological Analysis

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