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

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.