{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["20(5)"],"submitter":["Haldimann M"],"pubmed_abstract":["Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher-student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher-student relat"],"journal":["International journal of environmental research and public health"],"pagination":["4053"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC10001482"],"repository":["biostudies-literature"],"pubmed_title":["The Role of Dyadic Teacher-Student Relationships for Primary School Teachers' Well-Being."],"pmcid":["PMC10001482"],"pubmed_authors":["Hascher T","Haldimann M","Morinaj J"],"additional_accession":[]},"is_claimable":false,"name":"The Role of Dyadic Teacher-Student Relationships for Primary School Teachers' Well-Being.","description":"Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Previous research identified social relationships in school as a crucial source of teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor for teacher well-being are still scarce. This study takes a qualitative approach toward investigating the role of dyadic teacher-student relationships in teacher well-being. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. The results showed that dyadic teacher-student relat","dates":{"release":"2023-01-01T00:00:00Z","publication":"2023 Feb","modification":"2025-04-04T09:53:37.225Z","creation":"2025-04-04T09:53:37.225Z"},"accession":"S-EPMC10001482","cross_references":{"pubmed":["36901067"],"doi":["10.3390/ijerph20054053"]}}