Perspektiven individueller und organisationaler Resilienz bei der beruflichen Integration von jungen Geflüchteten

Reinke, Hannes; Kärner, Tobias

doi:10.1007/978-3-658-27825-0_40-1

Cited by 1 publication

(1 citation statement)

References 29 publications

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“…Crises or external shocks, such as distance education as a result of COVID-19-related school closures, are also accompanied by stress at the organizational level and require appropriate balancing. Institutions and their actors are challenged to recognize destabilizations of system-inherent relationships, rules and organizational structures caused by external and internal disturbances, and further, to ensure their restabilization in accordance with valid, participatively determined and generally accepted social and human values and norms (Reinke and Kärner, 2020). Thus, in a broader sense stress-management programs should take into account various ontogenetic and sociogenetic stratifications that include a societal ("macro"), group interactive ("meso"), individual ("micro"), and biological ("nano") level.…”

Section: Implications For Vet Teacher Training and The Need For Systemic Equilibrationmentioning

confidence: 99%

Between Adaptation and Resistance: A Study on Resilience Competencies, Stress, and Well-Being in German VET Teachers

et al. 2021

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We demonstrate the relationships between occupational demands in German vocational education and training (VET) teacher training, stress symptoms, and different behavioral resilience competencies. Taking into account interindividual differences in resilience competencies, we use a typological approach to identify different types of (trainee) teachers classified by their degrees and configurations of resilience competencies. Our empirical analysis is based on questionnaire data from 131 German vocational trainees and qualified teachers. The results reveal, among other things, that all three resilience competencies—resistance, flexibility, and dynamism—are significantly negatively correlated with the demands of working conditions and workload. Via a latent class analysis, we were able to identify three groups of (trainee) teachers who differed in their resilience competencies to adapt appropriately to different situations and their requirements (“behavioral flexibility”), to recover rapidly from setbacks and to defy the expectations of others (“behavioral resistance”), and to initiate changes as soon as they are necessary or desirable (“behavioral dynamics”). More resilient (trainee) teachers show, among other things, lower values for anxiety as an emotional stress symptom and higher values for job engagement. The findings are discussed with regard to implications for VET teacher training and we stress the need for equilibration on a systemic perspective.

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Section: Implications For Vet Teacher Training and The Need For Systemic Equilibrationmentioning

confidence: 99%

Between Adaptation and Resistance: A Study on Resilience Competencies, Stress, and Well-Being in German VET Teachers

et al. 2021

Self Cite

View full text Add to dashboard Cite

show abstract

Perspektiven individueller und organisationaler Resilienz bei der beruflichen Integration von jungen Geflüchteten

Cited by 1 publication

References 29 publications

Between Adaptation and Resistance: A Study on Resilience Competencies, Stress, and Well-Being in German VET Teachers

Between Adaptation and Resistance: A Study on Resilience Competencies, Stress, and Well-Being in German VET Teachers

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