Teachers' judgment accuracy of students’ subjective well-being in school: In search of explanatory factors

This study investigated teachers' judgment accuracy of students' subjective well-being and characteristics explaining the specificity in teacher reports (i.e., non-agreement with student self-reports). We drew from the self-reports of 2592 grade six students and the ratings of 432 teachers. Findings show that teachers' judgement accuracy of students' subjective well-being is low to moderate, indicating considerable specificity in teacher reports. Students' gender, special educational needs and achievement predicted the specificity. Teaching experience was negatively associated with the specificity for academic self-concept, while teachers’ self-efficacy, attitudes towards inclusion and responsibility were positively related to the specificity for emotional well-being and social inclusion.