The Dynamics of Teacher and Student Well-Being and Their Influence on Mathematics Well-Being: A Systematic Literature Review

Erlin Yuliana (Department of Educational Psychology, Universitas Pendidikan Indonesia)
Idat Muqodas (Department of Educational Psychology, Universitas Pendidikan Indonesia)
Juntika Nurihsan (Department of Educational Psychology, Universitas Pendidikan Indonesia)
Mubiar Agustin (Department of Educational Psychology, Universitas Pendidikan Indonesia)
Jelita Anastasia Simbolon (Department of Educational Psychology, Universitas Pendidikan Indonesia)
Gerawati Krismonika (Department of Teacher Education, University of Turku)

Jurnal Pendidikan Progresif
Vol 16, No 2 (2026): Jurnal Pendidikan Progresif

Teacher and student well-being is increasingly regarded as an integral part of healthy and effective mathematics education. Although the concept of well-being in education has developed rapidly, the dynamic and mutually influential relationship between teacher and student well-being, and their synergistic effects on well-being in mathematics learning, remain relatively new areas of research.  This study aims to present a structured synthesis of the latest empirical evidence (2021–2025) regarding the dynamics of the reciprocal relationship between teacher and student well-being, and its contribution to the mathematics learning climate (Mathematics Well-Being). A systematic search was conducted across three databases ScienceDirect, ERIC, and Springer in accordance with the PRISMA 2020 protocol. The search string utilized Boolean operators with the following keywords: (“teacher well-being” OR “teaching well-being”) AND (“student well-being” OR “student wellbeing”) AND (“mathematics education” OR “math well-being” OR “mathematical well-being”). Following a stepwise screening process, 16 empirical articles met the inclusion criteria and were analyzed using thematic synthesis. The synthesis identified three main pathways of reciprocal relationships: emotional, social, and cognitive. Teacher well-being plays an active role in enhancing students’ emotional engagement, motivation, and positive attitudes towards mathematics. Conversely, student well-being enhances job satisfaction, teaching effectiveness, and professional fulfillment among teachers, forming a reciprocal and mutually reinforcing cycle between teacher and student well-being. This two-way relationship forms the foundation of integral mathematical well-being, namely a cohesive state of emotional, intellectual, and relational balance in mathematics learning. This review emphasizes the importance of an inclusive approach that integrates student and teacher well-being as interdependent variables in sustainable mathematics education. This approach not only supports academic success but also the resilience, motivation, and emotional well-being of both students and teachers. Keywords: mathematics well-being, student, teacher, well-being, systematic literature review.