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

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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

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  • José María Rentería & Dante Solano, 2022. "Does teacher subjective well-being influence students' learning achievement? Evidence from public basic education in Peru," Documents de travail du Centre d'Economie de la Sorbonne 22012, Université Panthéon-Sorbonne (Paris 1), Centre d'Economie de la Sorbonne.
    • Handle: RePEc:mse:cesdoc:22012
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    More about this item

    Keywords

    Teacher subjective well-being; learning achievement;

    JEL classification:

    • A12 - General Economics and Teaching - - General Economics - - - Relation of Economics to Other Disciplines
    • C36 - Mathematical and Quantitative Methods - - Multiple or Simultaneous Equation Models; Multiple Variables - - - Instrumental Variables (IV) Estimation
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I31 - Health, Education, and Welfare - - Welfare, Well-Being, and Poverty - - - General Welfare, Well-Being

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