Teacher Wellbeing: The Importance of Teacher–Student Relationships
By J. Spilt, H. Koomen, J. Thijs. 2011
1,015 citations recorded by the source corpus.
Many studies have examined the importance of teacher–student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher–student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher–student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/4e50570698ec400d2caf7326fe29ce8d2eb225e8
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- H. Koomen
- P. D. den Brok
- Stephanie M. Jones
- Marjolein Zee
- C. Raver
- T. Wubbels
- Auli Toom
- Gerda Hagenauer
Citations in the corpus
- Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Whilst observable relational behaviour of students (e.g. friendly smiles to a teacher) contributes to the formation of TSR, interpersonal TSR is a product of the interaction of teacher and student behaviour over time (Spilt et al. 2011).”
- Preschool Teachers’ Emotional Exhaustion in Relation to Classroom Instruction and Teacher-child Interactions (2020, background): “The increasing attention in the early childhood field toward teachers’ emotional exhaustion and wellbeing is grounded both in research and in reports of teachers’ workplace experiences (Buettner et al., 2016; Sandilos et al., 2018; Spilt et al., 2011).”
- Workplace happiness, well-being and their relationship with psychological capital: A study of Hungarian Teachers (2019, background): “Spilt et al. (2011) discussed empirical evidence for the influence of teacher-student relationships on teacher well-being.”