Developmental Trajectories in Dimensions of Burnout: The Role of Personal and Social Factors Among Beginning Teachers

被引:12
|
作者
Zimmermann, Friederike [1 ,4 ]
Kaiser, Johanna [1 ,4 ]
Bernholt, Andrea [2 ]
Bauer, Johannes [3 ,5 ]
Roesler, Lena [2 ]
机构
[1] Univ Kiel, Kiel, Germany
[2] Leibniz Inst Pedadog Nat Wissensch & Math, Olshausenstr 62, D-24118 Kiel, Germany
[3] Tech Univ Munich, Munich, Germany
[4] Christian Albrechts Univ Kiel, Inst Psychol, Olshausenstr 75, D-24118 Kiel, Germany
[5] Tech Univ Munich, Sch Educ, Arcisstr 21, D-80333 Munich, Germany
来源
PSYCHOLOGIE IN ERZIEHUNG UND UNTERRICHT | 2016年 / 63卷 / 04期
关键词
Induction phase; burnout; social support; self-efficacy; burnout at university; PERCEIVED SELF-EFFICACY; OF-FIT INDEXES; MEASUREMENT INVARIANCE; EMOTIONAL EXHAUSTION; STRESS; ENGAGEMENT; EXPERIENCE; STRAIN;
D O I
10.2378/peu2016.art21d
中图分类号
G44 [教育心理学];
学科分类号
0402 ; 040202 ;
摘要
This research addresses development in burnout-dimensions among beginning teachers. The purpose was to investigate (a) growth and shape in exhaustion, cynicism, and inefficacy and (b) effects of time-invariant and time-varying covariates. Beginning teachers (N=176) from twelve universities participated at the end of their studies (T1) and were followed over their first year of induction (T2: beginning, T3: after half a year, T4: after one year). Latent growth curve models revealed increases in exhaustion from T2-T3, which remained stable from T3-T4, a linear growth for cynicism, and no change in inefficacy. Variances in intercepts and slopes were explained by T1-values in burnout-dimensions and - for exhaustion - by the period of hospitation. While teacher self-efficacy affected each of the burnout-dimensions, satisfaction with mentors related to cynicism and inefficacy, and social support from peers related uniquely to cynicism, with all effects being stable throughout the year.
引用
收藏
页码:258 / 277
页数:20
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