How Learning Conditions and Program Structure Predict Burnout and Satisfaction in Teacher Education

Autor/inn/en	Zimmermann, Friederike; Rösler, Lena; Möller, Jens; Köller, Olaf
Titel	How Learning Conditions and Program Structure Predict Burnout and Satisfaction in Teacher Education
Quelle	In: European Journal of Teacher Education, 41 (2018) 3, S.318-342 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2018.1448778
Schlagwörter	Self Efficacy; Predictor Variables; Teacher Education Programs; Teacher Burnout; Cognitive Tests; Cognitive Ability; Foreign Countries; Student Satisfaction; Structural Equation Models; Preservice Teacher Education; Well Being; Longitudinal Studies; Educational Environment; Preservice Teachers; Statistical Analysis; Germany; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Prädiktor; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Kognitiver Fähigkeitstest; Denkfähigkeit; Ausland; Lehramtsstudiengang; Lehrerausbildung; Well-being; Wellness; Wohlbefinden; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Statistische Analyse; Deutschland
Abstract	To support prospective teachers' professional development, teacher education should be characterised by conditions that help to prevent burnout and facilitate satisfaction. This study investigates predictors of burnout and satisfaction in teacher education by drawing on universities with different teacher education programme structures and assumed different learning conditions. Programme structure and student characteristics were conceived as antecedents of perceived learning conditions; burnout dimensions and student satisfaction were hypothesised to be consequences of both the distal and more proximal variables. Data were collected at four time points from N = 3,892 students enrolled in teacher education at 13 universities. Structural equation modelling revealed favourable effects of autonomy support, competence support, and social relatedness on the core burnout dimensions and satisfaction. Effects of programme structure on these outcomes were small and mediated by autonomy support and difficulty of demands. Study self-efficacy emerged as a broad personal resource. Implications for teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01