Zusammenhänge von Lehrer:innenverhalten und Wohlbefinden bei Mittelschüler:innen und Gymnasiast:innen: Annäherung mittels allgemeiner linearer Modelle

Abstract

When teaching at school has a high quality, students feel well. The degree of teaching quality depends on the teachers, who have significant influence on the well-being of students. Supportive, activating as well as equitable teaching increases students’ well-being. In Austria, teacher behaviour differs considerably between middle schools and grammar schools. Middle school teachers, for example, are more often perceived as more supportive by their students, while grammar school teachers are somewhat more often perceived as fair. However, there is little research on which of these behaviours is related to students well-being and how it differs between middle schools and grammar schools. Therefore, this article uses general linear models to examine which forms of teacher behaviour are related to the well-being of middle school and grammar school students. The analysis is based on a representative survey (n = 2.964) of 8th grade students in Austria. The results show that fair and appreciative as well as supportive behaviour on the part of the teacher contributes to an increase in the well-being of middle school students to approximately the same extent. For grammar school students, on the other hand, appreciative behaviour is more strongly related to well-being.

When teaching at school has a high quality, students feel well. The degree of teaching quality depends on the teachers, who have significant influence on the well-being of students. Supportive, activating as well as equitable teaching increases students' well-being. In Austria, teacher behaviour differs considerably between middle schools and grammar schools. Middle school teachers, for example, are more often perceived as more supportive by their students, while grammar school teachers are somewhat more often perceived as fair. However, there is little research on which of these behaviours is related to students well-being and how it differs between middle schools and grammar schools. Therefore, this article uses general linear models to examine which forms of teacher behaviour are related to the well-being of middle school and grammar school students. The analysis is based on a representative survey (n = 2.964) of 8th grade students in Austria. The results show that fair and appreciative as well as supportive behaviour on the part of the teacher contributes to an increase in the well-being of middle school students to approximately the same extent. For grammar school students, on the other hand, appreciative behaviour is more strongly related to well-being.