一项发表在《教育心理学评论》上的大规模元分析研究表明，教师的幸福感与学生的学习成果之间存在可靠的相关性1。研究团队分析了186项研究和来自33个国家超过35万名教师的数据1，跨越1977年至2023年发表的研究成果1。研究发现，当教师幸福感较高时，学生的考试成绩和学习动力表现更好；而教师倦怠和压力问题则与学生成果下降相关1。这一关联在高中阶段的表现比小学阶段更为明显1。
全球教育体系面临日益严峻的教师流失危机。经济合作与发展组织报告指出，学校正在承受教师短缺的压力1，澳大利亚的情况尤为突出——至少三分之一的教师表示打算在退休前离职1。2023年的调查显示，十分之七的澳大利亚教师认为工作量难以承受1，工作量已成为教师压力最常见的来源1。
A major meta-analysis published in the Review of Educational Psychology has identified a reliable connection between teacher wellbeing and student learning outcomes.1 Researchers analyzed 186 studies encompassing data from over 350,000 teachers across 33 countries, spanning research published between 1977 and 2023.1 The findings demonstrate that when teachers report higher levels of wellbeing, students achieve better exam results and show greater learning motivation, while teacher burnout and stress correlate with declines in student performance.1 Notably, this association proves stronger at the secondary school level than in primary education.1
The research emerges amid growing concerns about teacher retention globally. The Organisation for Economic Co-operation and Development has reported that schools worldwide face mounting teacher shortages.1 In Australia specifically, at least one-third of teachers have indicated plans to leave the profession before retirement,1 with a 2023 survey finding that seven out of ten Australian teachers consider their workload unmanageable.1 Workload has been identified as the most common source of stress for educators.1
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