Uta Klusmann
Biographic Data
| ID | 2746069 |
|---|---|
| NAME | Uta Klusmann |
| GIVEN NAMES | Uta |
| FAMILY NAME | Klusmann |
| SIGNATURE | KLUSMANN U |
| AFFILIATIONS | Leibniz Institute for Science and Mathematics Education |
| ORCID | 0000-0002-8656-344X |
| VERIFIED | Yes |
| TOTAL WORKS | 34 |
| TOTAL CITATIONS | 327 |
| AUTHOR COUNT | 33 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Teachers’ feelings of burnout: Does it matter for interpersonal teacher behavior and students’ affective-motivational outcomes?
Teacher burnout is theoretically and empirically assumed to impair their professional behavior. This could manifest itself in their communion (i.e., teacher friendliness) and interpersonal agency (i.e., social influence), as the two central dimensions of interpersonal teacher behavior, which in turn could negatively affect student outcomes. This study is one of the first to test this entire assumed process chain of effects. We extend prior resear…
Back to normal? Longitudinal changes and predictors of teachers’ post-pandemic occupational well-being
Teachers' occupational well-being is crucial for teacher-student interactions and classroom management. Although research has demonstrated impaired well-being during the COVID-19 pandemic, less is known about its development afterward. Psychological theories such as set-point and conservation-of-resources theory differ on whether well-being should return to pre-pandemic levels or show lasting changes. This study examined teachers’ well-being deve…
How Strongly Is Teachers’ Burnout Related to Teacher Absenteeism, Teacher–Student Interactions, and Student Motivation and Achievement: A Meta-Analysis and Systematic Review
Teacher burnout is assumed to impair the cognitive, motivational, and social functioning of teachers, 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 teacher burnout symptoms in terms of absenteeism, the quality of teacher–student interactions (i.e., emo…
Which school climate dimensions matter for teachers’ occupational well-being? A multilevel cross-country analysis using Pisa 2022
Linking teacher emotions, teaching quality indicators, and student outcomes in mathematics: Results from the Global Teaching InSights study
The effects of formal and informal learning opportunities on teachers’ ICT-related attitudes and self-efficacy
The integration of information and communications technology (ICT) in education is increasingly emphasised, with teachers’ attitudes and self-efficacy regarded as pivotal for ICT use. This study explores ICT-related attitudes and self-efficacy among 1608 teachers in Germany. It examines how formal and informal teacher professional development (TPD) activities, along with personal and school characteristics, are associated with these factors. Teac…
Changing perspectives: The development of preservice teachers' field‐specific ability beliefs across academic disciplines
BACKGROUND: Field-specific ability beliefs (FABs) reflect the perception that success in academic fields depends on innate, unteachable abilities. These beliefs affect teaching practices and student motivation. However, little is known about their longitudinal development during teacher education. AIMS: This study examines how FABs evolve during university teacher education and whether longitudinal trajectories differ across academic disciplines,…
The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research
Subjektive Fortbildungsbedarfe von Lehrkräften an Schulen in herausfordernden Lagen
Die Professionalisierung von Lehrkräften durch Fortbildungsmaßnahmen wird als eine zentrale Maßnahme zur Förderung von leistungsschwächeren Schülerinnen und Schülern benannt. Die Entscheidung darüber, welche Fortbildungen Lehrkräfte besuchen, hängt neben der Verfügbarkeit der Angebote auch von individuellen Faktoren wie dem Interesse und den akuten beruflichen Anforderungen der Lehrkräfte ab. Um eine möglichst hohe Passung zwischen den Bedarfen d…
How stable is student teachers’ emotional exhaustion? Disentangling different components of stability and change using the STARTS model
Pandemic rollercoaster: University students’ trajectories of emotional exhaustion, satisfaction, enthusiasm, and dropout intentions pre-, during, and post-Covid-19
The COVID-19 pandemic might have lasting effects on university students' well-being and motivation. However, existing studies examining students’ well-being and motivation have not covered the entire pre, during and post-pandemic period. This study investigated German university students' well-being (emotional exhaustion, study satisfaction) and motivation (dropout intentions, enthusiasm) from 2020 to 2023. Latent Change Score Models from 1967 st…
Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress
Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers’ constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a…
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool
Previous research has demonstrated that early childhood educators are particularly affected by burnout symptoms, such as emotional exhaustion. However, only few studies exploring preschool quality consider early childhood educators’ burnout symptoms as a predictor. Yet we know from other professions that burnout symptoms often lead to reduced job performance. Therefore, this study examines the link between emotional exhaustion in early childhood …
Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter
The current article investigated the role that the school context plays in teachers’ well-being in terms of emotional exhaustion and job satisfaction. First, we analyzed between-school variation in well-being and indicators of social interactions. Second, we examined the association between these indicators and well-being on the teacher and school levels. Based on two large teacher samples (Study 1: N = 1022; Study 2: N = 2886), the results of mu…
Investigating preservice teachers' field-specific ability beliefs: Do they believe innate talent is essential for success in their subject
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports
Teachers’ emotional exhaustion during the Covid-19 pandemic: Levels, changes, and relations to pandemic-specific demands
We aimed to identify the levels of and changes in emotional exhaustion experienced by teachers and principals during the COVID-19 pandemic and pandemic-related stressors and resources. In a German sample of 2157 teachers and 374 principals, we found high levels and an increase of emotional exhaustion. Results from multi-group structural equation modeling analyses indicated that health concerns and workload were positively and social support negat…
Burnout undermines empathising: Do induced burnout symptoms impair cognitive and affective empathy
Empathy is crucial for the quality of social interactions and thus highly relevant in human service professions. At the same time, people belonging to this occupational group are especially vulnerable to developing burnout symptoms. With this study, we aimed to investigate the causal link between burnout symptoms and empathy by using a novel experimental design. Our participants (N = 355; 44.5% women; Mage = 36.37) filled out an online questionna…
Assertiveness and adaptation: Prospective teachers' social competence development and its significance for occupational well-being
BackgroundDifficult social interactions with students are reported to be among the main stressors of beginning teachers, and although social competence has been suggested to represent a vital resource for their transition into practice and early-career adaptation, this assumption has rarely been empirically studied.AimWe conducted two studies to investigate the predictive validity and development of prospective and beginning teachers' social comp…
Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference
Students' mathematics anxiety is closely related to poor report card grades and low scores on standardized mathematics testsbut what is cause, what is consequence and how can teachers intervene?Mathematics anxiety is a problem for many secondary school students worldwide, and the accompanying concerns (= worry as cognitive component) and unpleasant affective reactions (= emotionality as affective component) threaten their wellbeing (PISA 2015).An…
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality
Previous research provides evidence that ratings from students and external observers can deliver reliable and valid measures of teaching quality. However, there is still a lack of research on how stable these measures are across time and classes, which is particularly important when they are used for evaluations. We addressed this issue in 3 different studies from Germany. Study 1 examined stability over time using a longitudinal sample of 174 t…
What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
BackgroundTeachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteri…
Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship
Asked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being. However, there is a pressing need to uncover the psychological processes explaining this association. In their model of teacher well-being, Spilt, Koomen, and Thijs (2011) suggested the teacher-student relationship as a mediator. To test this assumption, t…
Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.
Prior research has demonstrated that teachers’ professional knowledge and motivation are strongly related to students’ learning and motivation. Symptoms of teachers’ stress and burnout (e.g., emotional exhaustion) are also thought to influence students’ achievement, but no empirical study has tested this prediction. Using multilevel analyses and a representative sample consisting of 1,102 German elementary school teachers and their students, we a…
Professional competence of teachers: Effects on instructional quality and student development.
This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and stu…
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from…
Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale
How different mentoring approaches affect beginning teachers' development in the first years of practice
Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities
Teachers’ emotional exhaustion during the Covid-19 pandemic: Levels, changes, and relations to pandemic-specific demands
We aimed to identify the levels of and changes in emotional exhaustion experienced by teachers and principals during the COVID-19 pandemic and pandemic-related stressors and resources. In a German sample of 2157 teachers and 374 principals, we found high levels and an increase of emotional exhaustion. Results from multi-group structural equation modeling analyses indicated that health concerns and workload were positively and social support negat…
What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
BackgroundTeachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteri…
Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress
Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers’ constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a…
Assertiveness and adaptation: Prospective teachers' social competence development and its significance for occupational well-being
BackgroundDifficult social interactions with students are reported to be among the main stressors of beginning teachers, and although social competence has been suggested to represent a vital resource for their transition into practice and early-career adaptation, this assumption has rarely been empirically studied.AimWe conducted two studies to investigate the predictive validity and development of prospective and beginning teachers' social comp…
Investigating preservice teachers' field-specific ability beliefs: Do they believe innate talent is essential for success in their subject
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction
Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns.
Teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are two key aspects of research on teaching that have rarely been studied together. The role of occupational engagement and resilience as two important work-related self-regulatory dimensions that predict occupational well-being and teachers' instructional performance in the classroom was investigated. In Part 1 of the study, self-reg…
Engagement and Emotional Exhaustion in Teachers: Does the School Context Make a Difference?
Focusing on the teaching profession, this study examines the association between school‐specific demands and resources, on the one hand, and engagement and exhaustion, on the other. Individual‐level data obtained from 1,939 secondary teachers as well as school‐level data from their principals and students, based on 198 German schools, were subjected to multilevel analysis. School‐level characteristics accounted for only a small amount of the vari…
Teachers' Mathematical Knowledge, Cognitive Activation in the Classroom, and Student Progress
In both the United States and Europe, concerns have been raised about whether preservice and in-service training succeeds in equipping teachers with the professional knowledge they need to deliver consistently high-quality instruction. This article investigates the significance of teachers' content knowledge and pedagogical content knowledge for high-quality instruction and student progress in secondary-level mathematics. It reports findings from…
Professional development across the teaching career: Teachers’ uptake of formal and informal learning opportunities
Professionelle Kompetenz von Lehrkräften. Ergebnisse des Forschungsprogramms Coactiv
Lehrkräfte sind die zentralen Akteure bei der Gestaltung des Unterrichts. Sie steuern, welche Ziele im Unterricht verfolgt werden, wie der Unterricht organisatorisch und inhaltlich angelegt ist und auf welche Weise Schülerinnen und Schüler in ihren Lernprozessen unterstützt werden. Welche Voraussetzungen benötigen Lehrkräfte, um qualitätsvollen Unterricht zu gestalten? Obwohl die Bedeutung verschiedener Kompetenzen von Lehrkräften für gelingenden…
Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale
Professional competence of teachers: Effects on instructional quality and student development.
This study investigates teachers’ pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school mathematics classes, multiple measures were used to assess teacher competence, instructional quality, and stu…
Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the Coactiv Project
How different mentoring approaches affect beginning teachers' development in the first years of practice
Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.
Prior research has demonstrated that teachers’ professional knowledge and motivation are strongly related to students’ learning and motivation. Symptoms of teachers’ stress and burnout (e.g., emotional exhaustion) are also thought to influence students’ achievement, but no empirical study has tested this prediction. Using multilevel analyses and a representative sample consisting of 1,102 German elementary school teachers and their students, we a…
Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship
Asked about major job stressors, teachers consistently name classroom disturbances or disciplinary problems. Furthermore, student misbehavior has been linked to reduced occupational well-being. However, there is a pressing need to uncover the psychological processes explaining this association. In their model of teacher well-being, Spilt, Koomen, and Thijs (2011) suggested the teacher-student relationship as a mediator. To test this assumption, t…
What makes a good teacher? The relative importance of mathematics teachers' cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality
BackgroundTeachers differ substantially in their instructional performance in the classroom. Thus, researchers and policymakers are interested in how these differences can be explained and how the instruction provided by low-performing teachers can be improved. Previous research has focused either on generic (cognitive ability and personality) or profession-specific (professional knowledge, beliefs, and motivation for teaching) teacher characteri…
Reciprocal associations between students’ mathematics anxiety and achievement: Can teacher sensitivity make a difference
Students' mathematics anxiety is closely related to poor report card grades and low scores on standardized mathematics testsbut what is cause, what is consequence and how can teachers intervene?Mathematics anxiety is a problem for many secondary school students worldwide, and the accompanying concerns (= worry as cognitive component) and unpleasant affective reactions (= emotionality as affective component) threaten their wellbeing (PISA 2015).An…
Don’t blame the teacher? The need to account for classroom characteristics in evaluations of teaching quality
Previous research provides evidence that ratings from students and external observers can deliver reliable and valid measures of teaching quality. However, there is still a lack of research on how stable these measures are across time and classes, which is particularly important when they are used for evaluations. We addressed this issue in 3 different studies from Germany. Study 1 examined stability over time using a longitudinal sample of 174 t…
Burnout undermines empathising: Do induced burnout symptoms impair cognitive and affective empathy
Empathy is crucial for the quality of social interactions and thus highly relevant in human service professions. At the same time, people belonging to this occupational group are especially vulnerable to developing burnout symptoms. With this study, we aimed to investigate the causal link between burnout symptoms and empathy by using a novel experimental design. Our participants (N = 355; 44.5% women; Mage = 36.37) filled out an online questionna…
Assertiveness and adaptation: Prospective teachers' social competence development and its significance for occupational well-being
BackgroundDifficult social interactions with students are reported to be among the main stressors of beginning teachers, and although social competence has been suggested to represent a vital resource for their transition into practice and early-career adaptation, this assumption has rarely been empirically studied.AimWe conducted two studies to investigate the predictive validity and development of prospective and beginning teachers' social comp…
Does instructional quality mediate the link between teachers’ emotional exhaustion and student outcomes? A large-scale study using teacher and student reports
Teachers’ emotional exhaustion during the Covid-19 pandemic: Levels, changes, and relations to pandemic-specific demands
We aimed to identify the levels of and changes in emotional exhaustion experienced by teachers and principals during the COVID-19 pandemic and pandemic-related stressors and resources. In a German sample of 2157 teachers and 374 principals, we found high levels and an increase of emotional exhaustion. Results from multi-group structural equation modeling analyses indicated that health concerns and workload were positively and social support negat…
Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool
Previous research has demonstrated that early childhood educators are particularly affected by burnout symptoms, such as emotional exhaustion. However, only few studies exploring preschool quality consider early childhood educators’ burnout symptoms as a predictor. Yet we know from other professions that burnout symptoms often lead to reduced job performance. Therefore, this study examines the link between emotional exhaustion in early childhood …
Teachers’ emotional exhaustion and job satisfaction: How much does the school context matter
The current article investigated the role that the school context plays in teachers’ well-being in terms of emotional exhaustion and job satisfaction. First, we analyzed between-school variation in well-being and indicators of social interactions. Second, we examined the association between these indicators and well-being on the teacher and school levels. Based on two large teacher samples (Study 1: N = 1022; Study 2: N = 2886), the results of mu…
Investigating preservice teachers' field-specific ability beliefs: Do they believe innate talent is essential for success in their subject
Recent research proposes that teachers' mindsets vary regarding the importance of students' innate ability for success. While growth and fixed mindsets capture beliefs about intelligence, field-specific ability beliefs focus on a specific domain. Higher FAB scores indicate greater emphasis on innate ability. The present study examines the factorial validity of both field-specific beliefs and general mindsets and their associations with teacher mo…
The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research
Subjektive Fortbildungsbedarfe von Lehrkräften an Schulen in herausfordernden Lagen
Die Professionalisierung von Lehrkräften durch Fortbildungsmaßnahmen wird als eine zentrale Maßnahme zur Förderung von leistungsschwächeren Schülerinnen und Schülern benannt. Die Entscheidung darüber, welche Fortbildungen Lehrkräfte besuchen, hängt neben der Verfügbarkeit der Angebote auch von individuellen Faktoren wie dem Interesse und den akuten beruflichen Anforderungen der Lehrkräfte ab. Um eine möglichst hohe Passung zwischen den Bedarfen d…
How stable is student teachers’ emotional exhaustion? Disentangling different components of stability and change using the STARTS model
Psychology (24 works) · Mathematics education (17 works) · Social Psychology (17 works) · Developmental psychology (11 works) · Teacher Education and Leadership Studies (11 works) · Teacher Professional Development and Motivation (11 works) · Clinical Psychology (10 works) · Pedagogy (10 works) · Education, Achievement, and Giftedness (9 works) · German (9 works)