Teacher well-being shows a small positive association with student motivation and achievement (r = .18) across 186 articles¶

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

Subclaims¶

q3 i1 Across 811 effect sizes from 186 articles, teacher well-being is positively associated with student motivation and achievement with a pooled r = .18, a small-to-moderate association. → 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 · r?

Three-level meta-analysis of 186 articles and 811 effect sizes from 355,637 teachers, pooling correlations between teacher well-being indicators and student outcomes. The review reports "small to moderate associations between student outcomes and teacher well-being (r = .18)". Effect sizes were transformed to Fisher's z and back-transformed to r.

"Based on 186 articles, 811 effect sizes, and data from 355,637 teachers, we investigate these relationships through the lens of the Job Demands–Resources Model, Transactional Stress Model, Self-Determination Theory, and the PERMA model. Using three-level meta-analytic models, we found small to moderate associations between student outcomes and teacher well-being (r = .18)"

Discussion¶

Related Claims¶

• Teacher ill-being shows a small negative association with student motivation and achievement (r = –.13) — related
• Positive teacher–student relationships are associated with greater student engagement and, more weakly, with achievement — related
• Perceived faculty-student relationships show a small but statistically significant positive correlation with postsecondary students' academic outcomes (r = .18) — related