The Downstream Effects of Teacher Well-Being Programs: Improvements in Teachers' Stress, Cognition and Well-Being Benefit Their Students.
academic self-perceptions
classroom environment
student well-being
teacher burnout
teacher stress
teacher well-being
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2021
2021
Historique:
received:
01
04
2021
accepted:
07
06
2021
entrez:
19
7
2021
pubmed:
20
7
2021
medline:
20
7
2021
Statut:
epublish
Résumé
Quality interventions addressing the important issue of teacher stress and burnout have shown promising outcomes for participating teachers in terms of decreased distress, improved well-being and increased commitment to their jobs. Less is known however about whether such interventions also benefit students. The present study investigated the downstream effects for a completer sample of 226 primary and high school students after their teachers (
Identifiants
pubmed: 34276519
doi: 10.3389/fpsyg.2021.689628
pmc: PMC8281271
doi:
Types de publication
Journal Article
Langues
eng
Pagination
689628Informations de copyright
Copyright © 2021 Carroll, York, Fynes-Clinton, Sanders-O'Connor, Flynn, Bower, Forrest and Ziaei.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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