Associations with student outcomes are comparable across teacher well-being domains, with no significant differences by domain¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Pooled associations with student outcomes did not differ significantly across the four teacher functioning domains (self-efficacy, teacher motivation, job satisfaction/commitment, psychological functioning), suggesting the literature's fragmentation by construct label matters less than its diversity would suggest. → Dicke 2026

Evidence¶

Dicke 2026¶

Dicke, T., Ferber, K., Devine, E., Collie, R., Granziera, H., Parker, P., Guo, J., Marsh, H., et al. (2026). Association of Teacher Well-Being With Student Motivation and Achievement: A Systematic Review and Meta-Analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10216-6

q3 · i? · quant-synthesis · r3

Post hoc meta-analytic comparison across the four theory-informed well-being domains coded at the effect-size level. The review reports associations were "comparable across domains of teacher functioning with no significant differences by domain"; no effect size for the comparison is printed, so equivalence was not tested.

"Associations were also comparable across domains of teacher functioning with no significant differences by domain."

Discussion¶

Related Claims¶

• Teachers' job satisfaction is positively associated with the quality of teacher-student interactions, with the largest pooled correlation for general interactions (r = 0.28) — related