Literaturnachweis - Detailanzeige
| Autor/inn/en | Klusmann, Uta; Kunter, Mareike; Trautwein, Ulrich; Lüdtke, Oliver; Baumert, Jürgen |
|---|---|
| Titel | Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns. |
| Quelle | In: Journal of educational psychology, 100 (2008) 3, S. 702-715Infoseite zur Zeitschrift |
| Beigaben | grafische Darstellungen; Literaturangaben S. 714-715 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0022-0663 |
| Schlagwörter | Beruflicher Stress; Wohlbefinden; Zufriedenheit; Arbeit; Lehrer; Wohlbefinden; Zufriedenheit; Lehren; Merkmal; Lehrer; Lehren; Arbeit; Merkmal |
| Abstract | Investigated the role of occupational engagement and resilience as 2 important work-related self-regulatory dimensions that predict occupational well-being and teachers' instructional performance in the classroom. Up to now, teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are 2 key aspects of research on teaching that have rarely been studied together. In Part 1 of the study, self-regulatory data from 1,789 German mathematics teachers were subjected to a latent profile analysis, yielding 4 self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned) that differed significantly on emotional exhaustion and job satisfaction. In Part 2, the association between teachers' self-regulatory type and instructional performance was examined in a subsample of 318 teachers. Results showed that teachers' self-regulatory type predicted the quality of instruction in 3 of the 4 aspects of instructional performance examined. Moreover, teachers' self-regulatory type was systematically linked to differences in students' motivation. No association was found between teacher self-regulation and student achievement. (ZPID). |
| Erfasst von | Leibniz-Institut für Psychologie, Trier |
| Update | 2010/2 |
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