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Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports. / Klusmann, Uta; Aldrup, Karen; Roloff, Janina et al.

in: Journal of Educational Psychology, 29.11.2021.

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@article{0a58c74eee56435b8665b9e1db93b57d,
title = "Does instructional quality mediate the link between teachers{\textquoteright} emotional exhaustion and student outcomes?: A large-scale study using teacher and student reports",
abstract = "A negative association between symptoms of teacher burnout (e.g., emotional exhaustion) and students{\textquoteright} academic outcomes has been demonstrated in previous research. Although, in theoretical models, it has been suggested that this association can be explained through changes in teachers{\textquoteright} instructional behavior, these mediating processes have not yet been empirically tested. Therefore, in the present study, we examined (a) whether teachers{\textquoteright} emotional exhaustion is related to students{\textquoteright} self-concept, interest, and achievement and (b) whether aspects of instructional quality, indicated by teachers{\textquoteright} emotional support and classroom organization, serve as mediators. The study is based on secondary data from the German and English classes of ninth-grade students (N = 17,280 in German; N = 17,225 in English) and their teachers (N = 987 in German; N = 1,060 in English) from 840 secondary schools. Using multilevel analyses, we found a negative association between teachers{\textquoteright} emotional exhaustion and students{\textquoteright} self-concept, interest, and achievement in German. Emotional exhaustion was associated with less emotional support and classroom organization in both subjects and the lower levels of instructional quality partially mediated the association between teachers{\textquoteright} exhaustion and student outcomes. These results suggest that supporting teachers{\textquoteright} well-being is not only important for the teachers themselves, but also it is important for students{\textquoteright} academic development.",
keywords = "Professional competencies of pre-school and school teachers, teachers, burnout, emotional exhaustion, instructional quality, student outcomes",
author = "Uta Klusmann and Karen Aldrup and Janina Roloff and Oliver L{\"u}dtke and Hamre, {Bridget K.}",
year = "2021",
month = nov,
day = "29",
doi = "10.1037/edu0000703",
language = "English",
journal = "Journal of Educational Psychology",
issn = "0022-0663",
publisher = "American Psychological Association",

}

RIS

TY - JOUR

T1 - Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes?

T2 - A large-scale study using teacher and student reports

AU - Klusmann, Uta

AU - Aldrup, Karen

AU - Roloff, Janina

AU - Lüdtke, Oliver

AU - Hamre, Bridget K.

PY - 2021/11/29

Y1 - 2021/11/29

N2 - A negative association between symptoms of teacher burnout (e.g., emotional exhaustion) and students’ academic outcomes has been demonstrated in previous research. Although, in theoretical models, it has been suggested that this association can be explained through changes in teachers’ instructional behavior, these mediating processes have not yet been empirically tested. Therefore, in the present study, we examined (a) whether teachers’ emotional exhaustion is related to students’ self-concept, interest, and achievement and (b) whether aspects of instructional quality, indicated by teachers’ emotional support and classroom organization, serve as mediators. The study is based on secondary data from the German and English classes of ninth-grade students (N = 17,280 in German; N = 17,225 in English) and their teachers (N = 987 in German; N = 1,060 in English) from 840 secondary schools. Using multilevel analyses, we found a negative association between teachers’ emotional exhaustion and students’ self-concept, interest, and achievement in German. Emotional exhaustion was associated with less emotional support and classroom organization in both subjects and the lower levels of instructional quality partially mediated the association between teachers’ exhaustion and student outcomes. These results suggest that supporting teachers’ well-being is not only important for the teachers themselves, but also it is important for students’ academic development.

AB - A negative association between symptoms of teacher burnout (e.g., emotional exhaustion) and students’ academic outcomes has been demonstrated in previous research. Although, in theoretical models, it has been suggested that this association can be explained through changes in teachers’ instructional behavior, these mediating processes have not yet been empirically tested. Therefore, in the present study, we examined (a) whether teachers’ emotional exhaustion is related to students’ self-concept, interest, and achievement and (b) whether aspects of instructional quality, indicated by teachers’ emotional support and classroom organization, serve as mediators. The study is based on secondary data from the German and English classes of ninth-grade students (N = 17,280 in German; N = 17,225 in English) and their teachers (N = 987 in German; N = 1,060 in English) from 840 secondary schools. Using multilevel analyses, we found a negative association between teachers’ emotional exhaustion and students’ self-concept, interest, and achievement in German. Emotional exhaustion was associated with less emotional support and classroom organization in both subjects and the lower levels of instructional quality partially mediated the association between teachers’ exhaustion and student outcomes. These results suggest that supporting teachers’ well-being is not only important for the teachers themselves, but also it is important for students’ academic development.

KW - Professional competencies of pre-school and school teachers

KW - teachers

KW - burnout

KW - emotional exhaustion

KW - instructional quality

KW - student outcomes

U2 - 10.1037/edu0000703

DO - 10.1037/edu0000703

M3 - Journal article

JO - Journal of Educational Psychology

JF - Journal of Educational Psychology

SN - 0022-0663

ER -

ID: 1709762