The Impact of Inner-City Teachers' Mental Well-Being on Student Outcomes in Urban School Settings
type: CreativeWork
description: Dent, Mickell Abstract Teacher stress and burnout have been widely documented across K–12 education (Madigan & Kim, 2020); however, less research has examined how teacher mental well-being directly influences student engagement and classroom experiences, particularly in urban school settings. Urban educators often face increased emotional and professional demands, yet the connection between their mental well-being and the students they serve remains underexplored. It is critical to understand this relationship, as improving student outcomes requires attention to the conditions impacting teachers. The purpose of this mixed-methods study was to examine how the mental well-being of inner-city teachers influences classroom environments and student outcomes in urban schools. Guided by the job demands–resources model and Bandura’s self-efficacy theory, this study explored relationships among teacher stress, burnout, and self-efficacy while also examining teachers’ lived experiences in high-demand environments. A convergent parallel mixed-methods design was used. The quantitative component included survey responses from 26 certified K–12 educators, with data analyzed using descriptive statistics and Pearson correlations in SPSS. The qualitative component included semi-structured interviews with eight educators who volunteered to share their experiences, with data analyzed through a two-cycle coding process and organized using NVivo. Findings revealed a statistically significant positive relationship between psychological distress and burnout. Teachers reported high emotional demands, while self-efficacy remained relatively stable despite elevated stress levels. Qualitative findings further highlighted emotional strain, systemic pressures, and teachers’ ongoing commitment to supporting students despite these challenges. This study amplifies the lived experiences of inner-city teachers and highlights the need for systemic support to improve teacher well-being. Findings provi…
abstract: Dent, Mickell Abstract Teacher stress and burnout have been widely documented across K–12 education (Madigan & Kim, 2020); however, less research has examined how teacher mental well-being directly influences student engagement and classroom experiences, particularly in urban school settings. Urban educators often face increased emotional and professional demands, yet the connection between their mental well-being and the students they serve remains underexplored. It is critical to understand this relationship, as improving student outcomes requires attention to the conditions impacting teachers. The purpose of this mixed-methods study was to examine how the mental well-being of inner-city teachers influences classroom environments and student outcomes in urban schools. Guided by the job demands–resources model and Bandura’s self-efficacy theory, this study explored relationships among teacher stress, burnout, and self-efficacy while also examining teachers’ lived experiences in high-demand environments. A convergent parallel mixed-methods design was used. The quantitative component included survey responses from 26 certified K–12 educators, with data analyzed using descriptive statistics and Pearson correlations in SPSS. The qualitative component included semi-structured interviews with eight educators who volunteered to share their experiences, with data analyzed through a two-cycle coding process and organized using NVivo. Findings revealed a statistically significant positive relationship between psychological distress and burnout. Teachers reported high emotional demands, while self-efficacy remained relatively stable despite elevated stress levels. Qualitative findings further highlighted emotional strain, systemic pressures, and teachers’ ongoing commitment to supporting students despite these challenges. This study amplifies the lived experiences of inner-city teachers and highlights the need for systemic support to improve teacher well-being. Findings provi…
author: Dent, Mickell
language: English
date published: 2026
date modified: 2026-07-27T18:44:43Z
provider: Alverno College
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Alverno College