Teacher Well-being and Its Relationship to Student Achievement and Classroom Climate: An Empirical Analysis of Mediating Mechanisms

Abstract

Teacher well-being has emerged as a critical factor influencing educational outcomes, yet the precise mechanisms through which it affects student achievement and classroom climate remain underexplored. This study examines the relationship between teacher psychological well-being, job satisfaction, and burnout levels with student academic performance and classroom environmental quality. Through a mixed-methods approach incorporating quantitative survey data from 847 teachers across 156 schools and qualitative interviews with 32 educators, this research identifies significant positive correlations between teacher well-being indicators and student achievement outcomes (r = .43, p < .001). The study reveals that teacher emotional regulation, instructional enthusiasm, and classroom management effectiveness serve as primary mediating variables. Findings suggest that teachers with higher well-being scores create more supportive learning environments, demonstrate increased pedagogical creativity, and maintain stronger student relationships, directly impacting academic outcomes. Implications for educational policy, professional development, and systemic support structures are discussed.