TEACHER MENTAL HEALTH AND ITS INFLUENCE ON LEARNING

Abstract

Teacher mental health has emerged as a critical factor influencing educational quality and student outcomes. This chapter examines the conceptualisation, determinants, and consequences of teacher mental health, with particular emphasis on its influence on teaching practices, classroom climate, and student learning. Drawing on established theoretical frameworks such as the Job Demands–Resources model and research on burnout and well-being, the chapter reviews key occupational, organisational, and individual factors that shape teachers’ psychological functioning. Empirical evidence is synthesised to demonstrate how teacher stress and burnout adversely affect instructional quality, teacher–student relationships, and students’ academic engagement, achievement, and psychological well-being. Conversely, positive teacher well-being is shown to support emotionally supportive classrooms, autonomy-oriented teaching, and improved learning outcomes. The chapter also discusses mediating and moderating mechanisms, including classroom climate and school context, and evaluates individual- and system-level interventions aimed at promoting teacher mental health. The chapter concludes by highlighting the need for integrated, policy-informed approaches to support teacher well-being as a foundation for effective and sustainable education systems.