Dataset for: How Strongly is Teachers’ Burnout Related to Teacher Absenteeism, Teacher-Student Interactions, Students’ Motivation and Achievement: A Meta-Analysis and Systematic Review

Teachers’ burnout is theoretically assumed to impair teachers' cognitive, motivational, and social functioning, thereby hindering their professional behavior. Although this is a rapidly growing field of research, a systematic research synthesis is still lacking. Therefore, we meta-analytically summarized primary studies on the work-related correlates of teachers’ burnout-symptoms, in terms of absenteeism, the quality of teacher-student interactions (i.e., emotional support, classroom management, and instructional support), and students’ motivation and achievement. Meta-analyses of 86 studies demonstrated negative associations between teachers’ burnout symptoms and teacher-student interactions, students’ motivation, and students’ achievement, while absenteeism was positively related to burnout. Meta-regressions showed that the negative associations between teachers’ burnout, teacher-student interactions, and students’ motivation varied significantly depending on the rater-perspective (i.e., teacher self-report vs. external reports). Building on the meta-analytic findings, we propose directions for future research and highlight practical implications for intervention programs.