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

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 t...

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Published in:	Learning and instruction Vol. 58; no. 58; pp. 126 - 136
Main Authors:	Aldrup, Karen, Klusmann, Uta, Lüdtke, Oliver, Göllner, Richard, Trautwein, Ulrich
Format:	Journal Article
Language:	English
Published:	Elsevier Ltd 01.12.2018
Subjects:	Begeisterung Belastung Disziplin (Ordnung) Einflussfaktor Emotional exhaustion Erschöpfung Fehlverhalten Fremdeinschätzung Lehrer Lehrer-Schüler-Beziehung Längsschnittuntersuchung Modell Schüler Schüler-Lehrer-Beziehung Selbsteinschätzung Stress Student and teacher ratings Student misbehavior Teacher-student relationship Unterricht Vergleich Wohlbefinden Work enthusiasm Emotional exhaustion Teacher-student relationship Student and teacher ratings Work enthusiasm Student misbehavior
ISSN:	0959-4752, 1873-3263
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Abstract	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. (Orig.).
AbstractList	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. (Orig.). 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. •Teachers perceiving more student misbehavior report reduced occupational well-being.•Student-reported misbehavior does not predict changes in teacher well-being.•Teachers report less positive teacher-student relationship in light of misbehavior.•Negative teacher-student relationship is linked to lower occupational well-being.•Relationship mediates link between teacher-reported misbehavior and well-being.
Author	Klusmann, Uta Trautwein, Ulrich Lüdtke, Oliver Aldrup, Karen Göllner, Richard
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SubjectTerms	Begeisterung Belastung Disziplin (Ordnung) Einflussfaktor Emotional exhaustion Erschöpfung Fehlverhalten Fremdeinschätzung Lehrer Lehrer-Schüler-Beziehung Längsschnittuntersuchung Modell Schüler Schüler-Lehrer-Beziehung Selbsteinschätzung Stress Student and teacher ratings Student misbehavior Teacher-student relationship Unterricht Vergleich Wohlbefinden Work enthusiasm
Title	Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship
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