Teacher ill-being shows a small negative association with student motivation and achievement (r = –.13)¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3 · i1 small
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Across the ill-being synthesis, teacher ill-being (e.g., burnout, stress) is negatively associated with student motivation and achievement with a pooled r = –.13. → 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 · i1 · quant-synthesis · r2

Three-level meta-analytic synthesis of teacher ill-being indicators (burnout, stress, adverse emotional experiences, mental health difficulties) against student outcomes, reporting a pooled association of "ill-being (r = –.13)". Effect sizes were sign-reversed so negative values indicate associations in the expected direction.

"Using three-level meta-analytic models, we found small to moderate associations between student outcomes and teacher well-being (r = .18) and ill-being (r = –.13). These associations were similarly patterned across student motivation and student achievement, with no significant differences by outcome type."

Discussion¶

Related Claims¶

• Associations of teacher well-being with student motivation and student achievement do not significantly differ by outcome type — related
• Teacher well-being–student outcome associations are stronger in secondary school settings — a narrower finding that bears on this claim
• Teacher self-efficacy shows negative associations with burnout factors — related
• Studies of emotional training of aspiring and practicing teachers report positive outcomes for dealing with emotions and reducing stress and burnout — related
• Total academic burnout is significantly negatively related to academic achievement (rc+ = −.24) — related
• Exhaustion is significantly negatively related to academic achievement (rc+ = −.15) — related
• Cynicism is significantly negatively related to academic achievement (rc+ = −.24) — related
• Reduced efficacy shows the largest negative correlation with academic achievement (rc+ = −.39) — related
• Teacher Big Five domains show their largest associations with burnout for emotional stability and conscientiousness, but none of the burnout effects are statistically significant — related
• Teacher well-being shows a small positive association with student motivation and achievement (r = .18) across 186 articles — related