Australian Studies Link Teacher Well-being To Student Outcomes

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Australian studies link teacher well-being to student outcomes

By Rebecca Collie

Categories: International perspectives, Research, Social & emotional learning

June 2024

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References

Allen, K. & Kern, P. (2018). School vision and mission statements should not be dismissed as empty words. The Conversation, 14.

Arens, A.K. & Morin, A.J. (2016). Relations between teachers’ emotional exhaustion and students’ educational outcomes. Journal of Educational Psychology, 108(6), 800.

Collie, R.J. (2021). COVID-19 and teachers’ somatic burden, stress, and emotional exhaustion: Examining the role of principal leadership and workplace buoyancy. AERA Open.

Collie, R.J. (2023). Teacher well‐being and turnover intentions: Investigating the roles of job resources and job demands. British Journal of Educational Psychology, 93(3), 712-726.

Collie, R.J. & Carroll, A. (2023). Autonomy-pressure profiles among teachers: Changes over a school term, leadership predictors, and workplace outcomes. Teaching and Teacher Education, 124, 103998.

Granziera, H., Martin, A.J., & Collie, R.J. (2023). Teacher well-being and student achievement: A multilevel analysis. Social Psychology of Education, 26(2), 279-291.

New South Wales Department of Education. (2023). NSW government response to parliamentary inquiry into teacher shortages. Author.

Rebecca Collie

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Rebecca J. Collie (rebecca.collie@unsw.edu.au) is a Scientia associate professor of educational psychology in the School of Education at the University of New South Wales in Sydney, Australia.