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
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v. 7 n. 1 (2024): Revista Tempus Psicológico
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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
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https://doi.org/10.30554/tempuspsi.7.1.5011.2024
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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

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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
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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.

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