Psychische Gesundheit bei Referendaren

Darius, Sabine; Bunzel, Kathleen; Ehms-Ciechanowicz, Ewa; Böckelmann, Irina

doi:10.1007/s11553-020-00809-6

Cited by 13 publications

(10 citation statements)

References 26 publications

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“…A recent study of German student teachers (teachers in their probation and training years) found a similar low mean score for psychological health (GHQ-12 scores for females: M = 12.5, SD = 6.59; GHQ-12 scores for males: M = 13.2, SD = 5.22) [ 66 ]. Similar to this result, the GHQ score increased with age in our sample as well.…”

Section: Discussionmentioning

confidence: 99%

How to Measure the Mental Health of Teachers? Psychometric Properties of the GHQ-12 in a Large Sample of German Teachers

Lanfer

Pfeifer

Lahmann

et al. 2022

IJERPH

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To improve the health status of teachers, there is a need for good and reliable instruments to continuously assess their mental health. The current study proposed the GHQ-12 questionnaire as an appropriate instrument for measuring the mental health of teachers. The GHQ-12 is a well-established screening instrument that has mostly been applied in non-teaching samples. In the current study, the psychometric properties of the questionnaire were analyzed using a large sample of German teachers (N = 3996). The data was collected yearly over an extended period of time (2012–2020). Results showed good to very good reliability, as well as high correspondence to burnout and life satisfaction scales. Principal axis factor analysis supported a two-factor structure: Factor 1 represents “depression/stress” and Factor 2 represents “loss of confidence”. However, the mental health of the investigated teachers was worse than that of a representative sample in Germany. Consequently, this study highlighted the fact that the teaching profession is vulnerable to mental strain and underlined the importance of promoting prevention programs that could help to sustain and foster the mental health of teachers. In this context, the GHQ-12 could be proposed as a good and economic tool to assess and analyze mental health in German teachers. The presented norm could help practitioners and teachers to compare individual scores within a larger peer group.

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Section: Discussionmentioning

confidence: 99%

How to Measure the Mental Health of Teachers? Psychometric Properties of the GHQ-12 in a Large Sample of German Teachers

Lanfer

Pfeifer

Lahmann

et al. 2022

IJERPH

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“…The second phase of teacher education (referendariat) is often experienced by teacher trainees as a phase of adjustments, stresses, ambivalences, and has the potential for conflict [ 70 ]. This is primarily due to various stressors, such as the perceived high workload, the pressure to perform, conflicts with students, or the perceived stressful dependence on instructors (e.g., [ 48 , 71 , 72 , 73 , 74 ]). How these occupational stressors are related to health literacy is an open question and should be investigated in more detail in further studies.…”

Section: Discussionmentioning

confidence: 99%

“…A first study by Klusmann et al [ 16 ] identified that 54.6% of the participating teachers tended to classify themselves as a health-promoting pattern (healthy-ambitious and unambitious types). Recent research on teacher trainees [ 47 , 48 ] indicated that slightly less than half of them assign themselves to health-threatening patterns (ambitious and resigned types) [ 47 , 48 ]. Klusmann et al [ 16 ] found correlations between affiliation to the types and occupational well-being in terms of emotional exhaustion and job satisfaction.…”

Section: Teachers’ Well-beingmentioning

confidence: 99%

“…There is considerably more research on occupational self–regulation of teacher trainees, and several findings (e.g., [ 47 , 48 ]) indicate that most teacher trainees can be characterised as health-promoting types. In line with this, we hypothesise that the majority of teacher trainees in our study can also be assigned to the health-promoting types.…”

Section: Research Questions and Hypothesesmentioning

confidence: 99%

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Teacher Trainees’ Well-Being—The Role of Personal Resources

Hohensee

Weber

2022

IJERPH

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Teacher well-being is intrinsically associated with their personal resources, including health literacy and occupational self-regulation. However, there are few empirical findings on teacher trainees’ health literacy. Furthermore, occupational self-regulation has so far only been associated with indicators of occupational well-being. From a public health perspective, research on teacher trainees’ general well-being will benefit from taking both research aspects into account. In this study, we analysed data from 407 teacher trainees in Germany. Latent profile analysis confirmed the four occupational self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned), which differed significantly on the health literacy dimensions self-regulation, self-control, self-perception, proactive approach to health, communication and cooperation, and dealing with health information. The health literacy dimensions of self-regulation and self-control were mainly related to occupational self-regulation. Independently of each other, the self-regulatory types and the health literacy dimensions of self-regulation, self-control, and proactive approach to health predicted teacher trainees’ general well-being. If both constructs are considered together, the health literacy dimensions explain more variance in teacher trainees’ general well-being than the self-regulatory types. Research and practical implications are discussed.

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“…(z.B. Christ et al 2004;Darius et al 2020;Horstmeyer 2018;Manning und Hobson 2017;Thompson et al 2020;Weiß et al 2014;Wernet 2009).…”

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Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?

et al. 2022

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ZusammenfassungDer Beitrag befasst sich mit der professionellen pädagogischen Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften, deren Beitrag für die Beanspruchung der Referendar*innen bisher noch nicht eingängig untersucht wurde. Das Ziel der Studie ist es, anhand einer Querschnittserhebung von 2583 Referendar*innen und ausgebildeten Lehrkräften, kompensatorische sowie verstärkende Effekte der Beziehungsdimensionen Transparenz, Fairness, Vertrauen und Ambivalenz auf die wahrgenommene Beanspruchung im Referendariat zu untersuchen. Die Analyse erfolgt mittels eines latent moderierten Strukturgleichungsansatzes. Die Ergebnisse zeigen, dass Belastungen durch die Kerntätigkeiten im Referendariat sowie Belastungen durch den Umgang mit Kolleg*innen im Lehrer*innenkollegium in signifikant positivem Zusammenhang mit resultierenden Beanspruchungsreaktionen stehen. Je transparenter, fairer und vertrauensvoller und je weniger ambivalent die Beziehung zur Seminarlehrkraft erlebt wird, desto geringer fallen die Beanspruchungsreaktionen aus. Die Ergebnisse werden hinsichtlich ihrer Relevanz für die Beziehungsarbeit im Referendariat als zentralem Ausbildungsbestandteil der zweiten Phase der Lehrer*innenausbildung diskutiert.

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Psychische Gesundheit bei Referendaren

Cited by 13 publications

References 26 publications

How to Measure the Mental Health of Teachers? Psychometric Properties of the GHQ-12 in a Large Sample of German Teachers

How to Measure the Mental Health of Teachers? Psychometric Properties of the GHQ-12 in a Large Sample of German Teachers

Teacher Trainees’ Well-Being—The Role of Personal Resources

Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?

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