Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes

Daniel J. Madigan; Lisa Kim

doi:10.1016/j.ijer.2020.101714

Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes

Daniel J. Madigan, Lisa Kim

Education

Research output: Contribution to journal › Article › peer-review

Abstract

We provide the first systematic review of studies examining the consequences of teacher burnout for students. In doing so, we focused on academic achievement and student-reported outcomes. A systematic literature search returned 14 studies including 5,311 teachers and 50,616 of their students. The findings provided some evidence that teacher burnout is associated with worse academic achievement and lower quality student motivation, but little evidence that it is associated with student wellbeing. There is a clear need for more studies in this area, especially those adopting more robust designs, exploring moderating factors, and examining the mechanisms that explain these relationships. Nonetheless, the present findings provide preliminary evidence that teacher burnout can affect the students they teach.

Original language	English
Article number	101174
Journal	International Journal of Educational Research
Volume	105
Early online date	28 Nov 2020
DOIs	https://doi.org/10.1016/j.ijer.2020.101714
Publication status	E-pub ahead of print - 28 Nov 2020

Bibliographical note

Keywords

burnout
exhaustion
teacher attrition
students
student performance
academic achievement
mental health

Access to Document

10.1016/j.ijer.2020.101714

Madigan & Kim (in press)
© 2020 Elsevier Ltd. All rights reserved. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy.
Accepted author manuscript, 351 KBLicence: CC BY-NC-ND

Cite this

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