Are student engagement and disaffection important for teacher well-being? A longitudinal examination of between- and within-person effects.

Although a lot is known about how teachers influence student motivation, evidence on the importance of student engagement for teacher well-being is lacking. In addition, studies investigating the effects of student behavior on teachers have mostly focused on the between-person perspective while neglecting the within-person processes. Thus, in the present study, we examined longitudinal associations between perceived student behavioral and emotional engagement and disaffection and teacher well-being (i.

Teachers' Emotions and Self-Efficacy: A Test of Reciprocal Relations.

Previous research has suggested that higher levels of teachers' self-efficacy (TSE) tend to be positively related to positive teachers' emotions (e.g., joy, pride) and negatively to negative teachers" emotions (e.

The relations between Principal support and work engagement and burnout: Testing the role of teachers' emotions and educational level.

Background: One of the resources that may prevent burnout and foster the work engagement of teachers is Principal support. In this study we aimed to further explore the links between Principal support and work engagement and burnout, by testing the role of the teachers' emotions and the educational levels of primary schools.

Objectives: Testing 1) the mediating role of teachers' emotions in explaining the relationship between perceived Principal support and work engagement and burnout, 2) differences in tested constructs, and the structural equivalence of the proposed relationship among constructs, between teachers from two educational levels of primary schools.