How Teacher Well-Being Shapes Student Motivation: The Role of Identity and Self-Efficacy

EFFICACYTeacher well-being, professional identity, and self-efficacy are critical factors influencing educators' effectiveness and student motivation, particularly in Ukraine, where the education system faces ongoing war.This study examines the intricate relationship between these elements, emphasizing how teacher stress and burnout affect identity formation, instructional quality, and student engagement within the Ukrainian educational landscape.Teacher identity, shaped by beliefs, values, and perceptions of professional roles, is fundamental in determining educators' commitment and resilience.However, amid the challenges of war, economic instability, and disruptions in the education sector, Ukrainian teachers experience heightened stress and burnout, which can weaken their professional identity.Ukrainian teachers with high self-efficacy maintain a strong professional identity, demonstrating resilience and dedication to student success despite external adversities.The misalignment between expectations and perceived abilities reduce instructional effectiveness and lower student engagement.Given Ukraine's unstable and often unpredictable educational environment, fostering teacher self-efficacy is essential for sustaining motivation and classroom effectiveness.Research suggests that motivated teachers inspire motivated students, reinforcing the need for emotional and professional investment in learning.Findings from this study indicate that teacher burnout significantly impacts student motivation in Ukraine in multiple ways.Teachers experiencing burnout often display reduced enthusiasm, rely on less engaging teaching strategies, and struggle to provide the emotional support students need-especially in times of crisis.The lack of motivation and connection with students can further contribute to academic underperformance and behavioural challenges, sustaining a negative cycle that undermines the overall learning experience.However, when Ukrainian teachers experience high levels of wellbeing, they are more likely to foster a positive, student-centred classroom climate that supports academic motivation and engagement.The study underscores the critical link between teacher well-being, identity, and student motivation, particularly in the context of Ukraine's ongoing educational challenges.