Teachers' social-emotional competence is considered important in order to master the social and emotional challenges inherent in their profession and to build positive teacherstudent relationships. In turn, this is key to both teachers' occupational well-being and positive student development. Nonetheless, an instrument assessing the professionspecific knowledge and skills that teachers need to master the social and emotional demands in the classroom is still lacking. Therefore, we developed the Test of Regulation in and Understanding of Social Situations in Teaching (TRUST), which is a theorybased situational judgment test measuring teachers' knowledge about strategies for emotion regulation and relationship management in emotionally and socially challenging situations with students. Results from three studies (N = 166 in-service teachers, N = 73 in-service teachers, N = 107 pre-service teachers) showed satisfactory internal consistency for both the emotion regulation and relationship management subtests. Furthermore, confirmatory factor analyses supported the differentiation between the two facets of social-emotional competence. Regarding convergent validity, results from Study 3 revealed a positive association between the profession-specific TRUST and pre-service teachers' general emotional intelligence. Furthermore, small to moderate correlations with the Big Five personality traits provided evidence for the discriminant validity of TRUST. In Studies 1 and 2, we found evidence for a correlation with external criteria, that is, teachers with higher test scores reported providing more emotional support for students and having better teacher-student relationships. For teachers' occupational well-being, we found a link with symptoms of depersonalization and job satisfaction, but none for emotional exhaustion. We will discuss the use of TRUST in research, for the evaluation of interventions, in teacher education, and professional development and will illustrate ideas for enhancing the tool.

Zusammenfassung. Der Lehrerberuf ist gekennzeichnet durch stetige soziale Interaktionen, deren erfolgreiche Bewältigung hohe Anforderungen an die sozial-emotionalen Fähigkeiten der Lehrkräfte stellt. Insbesondere zum Berufseinstieg werden Unterrichtsstörungen und soziale Konflikte als häufigste Stressoren erlebt. Die vorliegende Studie stellt ein theoretisch fundiertes Training sozial-emotionaler Kompetenz für Lehramtsstudierende vor, das auf die sozialen Herausforderungen des Berufs vorbereiten soll. Es umfasst die Vermittlung theoretischen Wissens und die Durchführung praktischer Übungen in den Bereichen Wissen über Emotionen, Regulation von Emotionen sowie soziale Fähigkeiten. Die Evaluation des 13 Sitzungen umfassenden Trainings wurde über ein quasi-experimentelles Prä-Post Design mit insgesamt N = 137 Studierenden in Trainings- ( N = 99) und Vergleichsgruppe ( N = 38) realisiert. Effekte des Trainings konnten in allen Bereichen nachgewiesen werden, wobei insbesondere die emotionale Selbstaufmerksamkeit (Wissen über Emotionen) und die Anwendung kognitiver Umbewertung (Regulation von Emotionen) zu nennen sind. Im Bereich soziale Fähigkeiten zeigte sich das Training lediglich für das Konfliktmanagement wirksam. Gemeinsam mit der großen Akzeptanz bei den Studierenden sprechen die Ergebnisse für den Nutzen der Implementierung solcher Programme in die universitäre Ausbildung von Lehrkräften.

No abstract

Seit einiger Zeit setzen sich in der deutschen

Abstract. The teaching profession faces a general shortage of teachers in most countries, but a lack of male teachers is particularly prevalent. Past research has demonstrated that students' career choices depend in part on a job's assumed gender fit, i.e. whether a profession is perceived as appropriate for one's own gender. This process may be particularly relevant for adolescent boys and clashes with the perception of the teaching profession as a predominantly feminine profession. Therefore, perceived gender fit of the teaching profession was expected to affect high school students' intention to teach, especially for male students. In the present experimental research, we investigated whether a variation of the (perceived) gender fit of the teaching profession has an impact on students' immediate intention to become a teacher. In two experiments ( N = 126 and N = 342), we expected and found that a gender fit framing, which involved either simple reflection on male or female teachers, or on manipulated information about the gender ratio within the teaching profession, increased the intention of male students' to become teachers compared to non-gender fit or neutral framing. In contrast, female students were not affected by the gender fit manipulations. The implications for gender-bias free recruitment of future teachers are discussed.