Teacher well-being–student outcome associations are stronger in secondary school settings¶

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? Exploratory moderator analyses indicated that associations between teacher well-being/ill-being and student outcomes were stronger in secondary school settings than in other school levels. → 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

Exploratory moderator analysis coded at the article level (primary, secondary, or mixed school level). The review reports "stronger associations in secondary school settings"; no effect size or test statistic for this moderator is printed in the available text, so the magnitude is unreported.

"Moderator analyses indicated stronger associations in secondary school settings. Associations were also larger when teacher and student variables were reported by the same informant, although this difference reached conventional significance only for teacher ill-being and approached significance for teacher well-being."

Discussion¶

Related Claims¶

• Associations are larger when teacher and student variables are reported by the same informant, significant only for teacher ill-being — related
• Teacher ill-being shows a small negative association with student motivation and achievement (r = –.13) — a broader claim this one bears on