Student teachers as in-service teachers in schools: The moderating effect of social support in the relationship between student teachers' instructional activities and their work-related stress

被引：2

作者：

Meyer, Andre ^{[1
]}

Richter, Eric ^{[2
]}

Kempert, Sebastian ^{[1
]}

机构：

[1] Univ Potsdam, Dept Primary Educ, Karl-Liebknecht-Str 24-25, D-14476 Potsdam, Germany

[2] Univ Potsdam, Dept Educ, Potsdam, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2024年 / 146卷

关键词：

Student teachers; Job demands; Work -related stress; Social support; Self; -efficacy; Novice teachers; DEMANDS-RESOURCES MODEL; BEGINNING TEACHERS; SELF-EFFICACY; EMOTIONAL EXHAUSTION; JOB DEMANDS; TEACHING PRACTICUM; LATENT CLASS; MISSING-DATA; EXPERIENCES; ATTRITION;

D O I：

10.1016/j.tate.2024.104633

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher shortages have led schools to fill vacant positions with student teachers who are not yet fully qualified but work part-time in schools. When student teachers begin working in the classroom, they face professional challenges that can lead to work-related stress. Drawing on assumptions from the job demands-resources (JD-R) model, we surveyed 172 student teachers in Germany and found that more complex instructional activities (e.g., teaching independently) are related to higher work-related stress. While social support from colleagues moderates this relationship, student teachers' self-efficacy beliefs do not.

引用

页数：12

共 30 条

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