Does Instructional Quality Mediate the Link between Teachers' Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports

Autor/inn/en	Klusmann, Uta; Aldrup, Karen; Roloff, Janina; Lüdtke, Oliver; Hamre, Bridget K.
Titel	Does Instructional Quality Mediate the Link between Teachers' Emotional Exhaustion and Student Outcomes? A Large-Scale Study Using Teacher and Student Reports
Quelle	In: Journal of Educational Psychology, 114 (2022) 6, S.1442-1460 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Klusmann, Uta) ORCID (Aldrup, Karen) ORCID (Roloff, Janina) ORCID (Lüdtke, Oliver) ORCID (Hamre, Bridget K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000703
Schlagwörter	Foreign Countries; Childrens Attitudes; Young Children; Older Adults; Measures (Individuals); Validity; Psychometrics; Portugal + Suchen Sie Ihr Suchwort? Ausland; Frühe Kindheit; Älterer Erwachsener; Messdaten; Gültigkeit; Psychometry; Psychometrie
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01