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.
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页数：12
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