Many studies have examined the importance of teacher–student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher–student relationships for the wellbeing of teachers starting from the Transactional Model of Stress and Coping of Lazarus (1991). Based on theories on interpersonal relationships, it is postulated that teachers have a basic need for relatedness with the students in their class. It is discussed that teachers internalize experiences with students in representational models of relationships that guide emotional responses in daily interactions with students and change teacher wellbeing in the long run. In addition, the notion of mental representations of relationships at different levels of generalization could offer a window to understand how individual teacher–student relationships may affect the professional and personal self-esteem of teachers. Lastly, it is argued that the influence of student misbehavior on teacher stress may be more fully understood from a relationship perspective. The review shows that few studies have directly tested these propositions and offers suggestions for future research.

Jantine L. Spilt

Helma M. Y. Koomen

Jochem T. Thijs

Educational Psychology Review

教育心理学评论是一个国际论坛，用于发表经过同行评审的综合评论文章、特殊主题问题、对先前研究或新研究方向的反思或评论、访谈、复制和干预文章——所有这些都与教育心理学领域有关。所有出版物都提供了适合教育心理学广泛读者的广泛报道，以及足够的深度为该领域的专家提供信息。

The Educational Psychology Review is an international forum dedicated to publishing peer-reviewed comprehensive review articles, special issue topics, reflections or comments on previous research or new research directions, interviews, replication studies, and intervention articles—all related to the field of educational psychology. The publications aim to provide a wide range of information suitable for a broad audience in educational psychology, while also offering sufficient depth to inform experts in the field.

《Educational Psychology Review》是一个国际性论坛，专注于发表经过同行评审的综合评论文章、特殊主题问题、对先前研究或新研究方向的反思与评论、访谈、复制研究和干预文章，所有内容均与教育心理学领域相关。期刊的出版物旨在为教育心理学的广泛读者提供丰富的信息，同时也为该领域的专家提供足够的深度分析。

Category	Quartile
心理学	1
心理学, 心理学教育	1

Teacher Wellbeing: The Importance of Teacher–Student Relationships

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Journal Info

Category	Quartile
PSYCHOLOGY, EDUCATIONAL	1