Does teacher subjective well-being influence students' learning achievement? Evidence from public basic education in Peru

José María Rentería (jmrenteria@pucp.pe) and Dante Solano (pt18djss@leeds.ac.uk)
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Dante Solano: University of Leeds

Documents de travail du Centre d'Economie de la Sorbonne from Université Panthéon-Sorbonne (Paris 1), Centre d'Economie de la Sorbonne

Abstract: We estimate the influence of teacher subjective well-being (TSWB) on the mathematics learning achievement of public-school students in Peru. Using the National Teacher Survey and the Census Strudent Assessment, after exploratory and confirmatory factor analysis we identify three dimensions of TSWB: i)workplace relationships, ii) working conditions, and iii) living conditions. We estimate instrumental variables and perform quantile regressions to disentangle the relationship between TSWB and students' learning out-comes. Our results show that TSWB has an inverted U-shaped influence on test scores, suggesting the presence of the "too-much-of-a-good-thing effect", and therefore the existence of an optimal threshold after which its effect becomes detrimental. Workplace relationships appear to be the most influential TSWB factor on students' academic achievement

Keywords: Teacher subjective well-being; learning achievement (search for similar items in EconPapers)
JEL-codes: A12 C36 I21 I31 (search for similar items in EconPapers)
Pages: 66 pages
Date: 2022-05
New Economics Papers: this item is included in nep-ure
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http://mse.univ-paris1.fr/pub/mse/CES2022/22012.pdf (application/pdf)
https://shs.hal.science/halshs-03688119

Related works:
Working Paper: Does teacher subjective well-being influence students’ learning achievement? Evidence from public basic education in Peru (2022)
Working Paper: Does teacher subjective well-being influence students' learning achievement? Evidence from public basic education in Peru (2022)
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