Teachers’ health and the students’ academic achievement: A systematic review of literature.

Publicado 2024-09-25


https://doi.org/10.30554/tempuspsi.7.1.5011.2024
##galleys.btn##
PDF (Espanhol) FLIP HTML (Espanhol)
Edição
v. 7 n. 1 (2024): Revista Tempus Psicológico
Seção
Artículos de Revisión
Como Citar
Vargas, M. L. ., & Gómez Yepes, R. L. . (2024). Teachers’ health and the students’ academic achievement: A systematic review of literature. Tempus Psicológico, 7(1). https://doi.org/10.30554/tempuspsi.7.1.5011.2024
Baixar Citação
Endnote/Zotero/Mendeley (RIS) BibTeX
DOI

https://doi.org/10.30554/tempuspsi.7.1.5011.2024
Dimensions
PlumX

Como Citar

Vargas, M. L. ., & Gómez Yepes, R. L. . (2024). Teachers’ health and the students’ academic achievement: A systematic review of literature. Tempus Psicológico, 7(1). https://doi.org/10.30554/tempuspsi.7.1.5011.2024

Baixar Citação

##articleSummary.license##
Creative Commons License

Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Monica Lorena Vargas
University of Antioquia
Ricardo León Gómez Yepes
Universidad de Antioquia
##submission.authorBio##

The purpose of this review was to synthetize available evidence on the relationship between school teachers’ health and students’ academic achievement. Methods. Systematic searches were conducted, through electronic searches until June 2017. Nine articles fit criteria for analysis. Results. Regarding teachers’ health, all studies investigated variables related to teachers’ mental health, such as: stress, mathematics anxiety, burnout, depression and wellbeing. As a measure of academic achievement, mathematic tests were the most common outcomes. Eight studies reported that students in classes with teachers suffering from mental health problems have lower scores on standardized tests. Conclusions. When teachers suffer mental health problems, they can negatively impact students’ academic achievement. Further research is needed to understand the causes of mental health problems in teachers and to establish the best alternatives to prevent these issues.

Visão geral 388 | Visualizações de PDF 264

Downloads

Os dados de download ainda não estão disponíveis.
  1. Arnove, R. F., Torres, C. A. & Franz, S. (2013). Comparative education: the dialectic of the global and the local. Rowman & Littlefield Publishers.Bakewell, D., McConnell, S., Ysseldyke, J. & Christenson, S. (1988). Teacher stress and student achievement for midly handicapped students. University of Minnesota. https://files.eric.ed.gov/fulltext/ED304815.pdf
  2. Barragán Montaña, L., García Jaramillo, S., Maldonado Carrizosa, D., Perry, G., Rodríguez Orgales, C., Saavedra Calvo, J. E., Segovia Ospina, I., Camacho Álvarez, P. & Londoño Amaya, C. (2014). Tras la excelencia docente: cómo mejorar la calidad de la educación para todos los colombianos. Fundación Compartir. https://www.fundacioncompartir.org/pdf/Tras%20la%20excelencia%20docente%20-%20estudio%20final.pdf
  3. Barret, A. M., Chawla-Duggan, R., Lowe, J., Nikel, J. & Ukpo, E. (2006). The concept of quality in education: a review of the “international” literature on the concept of quality in education. EdQual. https://www.edqual.org/publications/workingpaper/edqualwp3.pdf/at_download/file.pdf
  4. Bauer, J., Unterbrink, T., Hack, A., Pfeifer, R., Buhl-Griesshaber, V., Müller, U., Wesche, H., Frommhold, M., Seibt, R., Scheuch, K. & Wirsching, M. (2007). Working conditions, adverse events and mental health problems in a sample of 949 German teachers. International Archives of Occupational and Environmental Health, 80(5), 442–449. https://doi.org/10.1007/s00420-007-0170-7
  5. Beilock, S. L., Gunderson, E. A., Ramirez, G. & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860–1863. https://doi.org/10.1073/pnas.0910967107
  6. Bogaert, I., De Martelaer, K., Deforche, B., Clarys, P. & Zinzen, E. (2014). Associations between different types of physical activity and teachers’ perceived mental, physical, and work-related health. BMC Public Health, 14(1), 1-9. https://doi.org/10.1186/1471-2458-14-534
  7. Borman, G. D. & Dowling, N. M. (2008). Teacher Attrition and Retention: A Meta-Analytic and Narrative Review of the Research. Review of Educational Research, 78(3), 367–409. https://doi.org/10.3102/0034654308321455
  8. Borrelli, I., Benevene, P., Fiorilli, C., D’Amelio, F. & Pozzi, G. (2014). Working conditions and mental health in teachers: a preliminary study. Occupational Medicine, 64(7), 530–532. https://doi.org/10.1093/occmed/kqu108
  9. Bush, W. S. (1989). Mathematics Anxiety in Upper Elementary School Teachers. School Science and Mathematics, 89(6), 499–509. https://doi.org/10.1111/j.1949-8594.1989.tb11952.xCollie, R. J. & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29–39. https://doi.org/10.1016/j.lindif.2017.03.003
  10. Cornejo, R. (2008). Salud laboral docente y condiciones de trabajo. Revista Docencia, 16(35), 77–85. https://367f779f7e.cbaul-cdnwnd.com/731432c0f445527840ec620c39123f40/200000006-0614d070dc/Cornejo_%20Entre%20el%20sufrimiento%20individual%20y%20los%20sentidos%20colectivos_salud%20laboral%20docente%20y%20condiciones%20de%20trabajo.pdf
  11. Goldman, R. K., Botkin, M. J., Tokunaga, H. & Kuklinski, M. (1997). Teacher consultation: Impact on teachers’ effectiveness and students’ cognitive competence and achievement. American Journal of Orthopsychiatry, 67(3), 374–384. https://doi.org/10.1037/h0080240
  12. Gómez, C., Rodríguez, V., Padilla, A. C. & Avella, C. B. (2009). El docente, su entorno y el síndrome de agotamiento profesional (SAP) en colegios públicos en Bogotá (Colombia). Rev Colomb Psiquiatr, 38(2), 279–93. https://www.redalyc.org/pdf/806/80615421005.pdf
  13. Hadley, K. M. & Dorward, J. (2011). Investigating the Relationship between Elementary Teacher Mathematics Anxiety, Mathematics Instructional Practices, and Student Mathematics Achievement. Journal of Curriculum and Instruction, 5(2), 27-44. https://doi.org/10.3776/joci.2011.v5n2p27-44
  14. Hoglund, W. L. G., Klingle, K. E. & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children’s adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337–357. https://doi.org/10.1016/j.jsp.2015.06.002
  15. Hopson, R. K. M., Yeakey, C. C. & Boakari, F. M. (2009). Power, voice and the public good Schooling and education in global societies. Emerald Group Publishing Limited.Johnson, B. & Stevens, J. J. (2006). Student achievement and elementary teachers’ perceptions of school climate. Learning Environments Research, 9(2), 111–122. https://doi.org/10.1007/s10984-006-9007-7
  16. Kim, E. A. & Kang, S. K. (2013). Historical review of the List of Occupational Diseases recommended by the International Labour organization (ILO). Annals of Occupational and Environmental Medicine, 25(1), 1-10. https://doi.org/10.1186/2052-4374-25-14
  17. Klusmann, U., Richter, D. & Lüdtke, O. (2016). Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study. Journal of Educational Psychology, 108(8), 1193–1203. https://doi.org/10.1037/edu0000125
  18. Levin, H. M. & Lockheed, M. E. (2012). Effective schools in developing countries. Routledge. http://site.ebrary.com/id/10569284
  19. McLean, L. & Connor, C. M. (2015). Depressive Symptoms in Third-Grade Teachers: Relations to Classroom Quality and Student Achievement. Child Development, 86(3), 945–954. https://doi.org/10.1111/cdev.12344
  20. Moore Johnson, S., Kraft, M. A. & Papay, J. P. (2012). How context matters in high-need schools: he effects of teachers’ working conditions on their professional satisfaction and their students’ achievement. Teachers College Record, 114(10), 1–39. https://scholar.harvard.edu/mkraft/publications/how-context-matters-high-need-schools-effects-teachers’-working-conditions-their
  21. Morales Martinez, E. S., Merchan, M. G. & Parra, J. (2012). Condiciones laborales y de salud de los docentes del Ecuador – 2011-2012. Revista Retratos de La Escuela, 6(11), 379–390. https://doi.org/10.22420/rde.v6i11.239
  22. NIH. (2014). Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. https://www.nhlbi.nih.gov/health-pro/guidelines/in-develop/cardiovascular-risk-reduction/tools/cohort
  23. Robalino, M. & Körner, A. (2005). Condiciones de trabajo y salud docente: estudios de casos en Argentina, Chile, Ecuador, México, Perú y Uruguay. UNESCO Oficina Regional de Educación para América Latina y el Caribe. https://unesdoc.unesco.org/ark:/48223/pf0000142551
  24. Scheuch, K., Haufe, E. & Seibt, R. (2015). Teachers’ Health. Deutsches Ärzteblatt International,112(20), 347–356. https://doi.org/10.3238/arztebl.2015.0347
  25. Tsutsumi, A. & Shimazu, A. (2016). Guidelines for Primary Prevention for Mental Health at Work. In A. Shimazu, R. Bin Nordin, M. Dollard, & J. Oakman (Eds.), Psychosocial Factors at Work in the Asia Pacific (pp. 61–75). Springer International Publishing. https://doi.org/10.1007/978-3-319-44400-0_4
  26. Vegas, E. & Petrow, J. (2008). Raising student learning in Latin America: the challenge for the 21st century. The World Bank

Informações

Palavras-chave

Código QR

Edição Atual

Sistema OJS 3.4.0.10 - Metabiblioteca |