Mentoring styles and novice teachers' well-being: The role of basic need satisfaction

被引：21

作者：

Burger, Julian ^{[1
]}

Bellhaeuser, Henrik ^{[1
]}

Imhof, Margarete ^{[1
]}

机构：

[1] Johannes Gutenberg Univ Mainz, Dept Educ Psychol, Inst Psychol, Binger Str 14-16, D-55122 Mainz, Germany

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 103卷

关键词：

Mentoring; Teacher well-being; Beginning teacher induction; Emotional exhaustion; Self-determination theory; Psychological needs; SELF-DETERMINATION-THEORY; BEGINNING TEACHERS; STUDENT-TEACHERS; EMOTIONAL EXHAUSTION; PRESERVICE TEACHERS; MEDIATING ROLE; EARLY CAREER; FIT INDEXES; PSYCHOLOGICAL NEEDS; 1ST YEAR;

D O I：

10.1016/j.tate.2021.103345

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

School-based mentoring is a key component of support during the challenging teacher induction phase, but different counseling approaches vary in their effectiveness in fostering novices' well-being. This study investigates effects of two distinct mentoring approaches on emotional exhaustion by considering their potential to address mentees' basic needs. Data stem from 579 beginning teachers enrolled in the German practical training period. Structural equation modeling indicates that constructivist-oriented mentoring lowers level of exhaustion by supporting mentees' autonomy need satisfaction. Results do not indicate an effect of transmission-oriented mentoring on mentees' well-being. Implications for mentoring practice and future directions are discussed. (c) 2021 Elsevier Ltd. All rights reserved.

引用

页数：11

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