Ressourcen von Grundschullehrkräften in inklusiven Settings und ihr Zusammenspiel mit inklusiver Selbstwirksamkeit

Oetjen, Birte; Martschinke, Sabine; Elting, Christian; Baumann, Rebecca; Wissenbach, Lars

doi:10.1007/s42278-021-00116-9

Cited by 4 publications

(9 citation statements)

References 27 publications

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“…Internal resources are cognitively represented, diagnosable, and linked to specific activities [11]. Essentially, internal resources encompass different facets of professional competence [2,39], namely professional knowledge, motivational orientations, beliefs and values and self-regulation skills. The importance of motivational orientations, beliefs and values, and self-regulation skills, both in general and in inclusive settings, will be discussed in the following sections in terms of strain.…”

Section: Inclusive Internal Resources and Strain Of (Beginning) Teachersmentioning

confidence: 99%

“…However, since self-efficacy expectations are often domain-specific [16], inclusive self-efficacy expectations need to be addressed. For teaching heterogeneous learning groups, situation-specific self-efficacy expectations are particularly important [47] as they enable teachers to adapt teaching practices to individual needs and the needs of all students [2,37]. Overall, studies on inclusive self-efficacy expectations point to their moderating effect among teachers in inclusive settings within a narrow understanding of inclusion [1,5].…”

Section: Inclusive Internal Resources and Strain Of (Beginning) Teachersmentioning

confidence: 99%

“…Teachers' attitudes toward inclusion represent another important resource in inclusive settings among teachers [2,6]. According to Montano and Kasprzyk [50], attitudes are formed based on an individual's beliefs about the outcomes or attributes of performing a behavior, which are weighted by their evaluations of those outcomes or attributes.…”

Section: Inclusive Internal Resources and Strain Of (Beginning) Teachersmentioning

confidence: 99%

“…Dealing successfully with the diverse needs of students while maintaining good health is a central demand for teachers, thus requiring resources. The study of these resources in the context of inclusive education is receiving increasing international intention [1][2][3][4][5]. Internal inclusive resources, such as inclusive teachers' self-efficacy expectations, attitudes toward inclusion and self-regulation skills, are essential for teachers' strain [1,2,6] and teachers' planned and actual behavior in inclusive settings [7][8][9].…”

Section: Introductionmentioning

confidence: 99%

“…The study of these resources in the context of inclusive education is receiving increasing international intention [1][2][3][4][5]. Internal inclusive resources, such as inclusive teachers' self-efficacy expectations, attitudes toward inclusion and self-regulation skills, are essential for teachers' strain [1,2,6] and teachers' planned and actual behavior in inclusive settings [7][8][9]. In order to prepare teachers for inclusive demands and inclusive teaching, and thus design preventive training, it is crucial to address health-and teaching-relevant resources during the university phase of teacher education.…”

Section: Introductionmentioning

confidence: 99%

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Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers

Oetjen

2023

Education Sciences

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Inclusive internal resources moderate teachers’ mental health and predict teachers’ inclusive practices. Therefore, it is important to enhance inclusive internal resources during the beginning of initial teaching experiences. Applying the job demands–resources (JD-R) theory to explain strain and the theory of planned behavior to elucidate behavior, it can be assumed that teachers’ inclusive resources lead to a reduction in negative strain, an increase in positive strain and efficient (intended) inclusive practices as occupational outcomes. However, there is a lack of scientific evidence to support this assumption among pre-service teachers. To ensure that student teachers had teaching experiences in inclusive settings, the present study was conducted after pre-service teachers’ final teaching practicum in the university phase of teacher education. A total of 294 pre-service elementary school teachers from one university in Germany participated. Structural equation models suggested that inclusive self-efficacy expectations and attitudes towards inclusion predicted students intended inclusive practices, but so did professional engagement as a positive strain. While professional engagement only correlated with inclusive self-efficacy expectations, the self-perceived stress intensity of a challenging student as negative strain negatively correlated with inclusive self-efficacy expectations and personal resistance.

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Section: Inclusive Internal Resources and Strain Of (Beginning) Teachersmentioning

confidence: 99%

Section: Inclusive Internal Resources and Strain Of (Beginning) Teachersmentioning

confidence: 99%

Section: Inclusive Internal Resources and Strain Of (Beginning) Teachersmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers

Oetjen

2023

Education Sciences

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Burnout und soziale Ressourcen von Grundschullehrkräften im Anschluss an die Covid-19-Pandemie – ein Vergleich zwischen den Bundesländern Bayern und Vorarlberg

Baumann,

Oetjen,

Martschinke

et al. 2024

Z f Bildungsforsch

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ZusammenfassungStudien verweisen auf eine Vielzahl an objektiven Belastungen im Lehrberuf, die im Zuge der Covid-19-Pandemie zugenommen haben. Wenn die Belastungen negativ bewertet werden und zu wenig geeignete Ressourcen für ihre Bewältigung zur Verfügung stehen, können negative Beanspruchungsreaktionen auftreten, die langfristig zu einem Burnout führen können. Studienergebnisse berichten für Österreich und Deutschland von einem hohen Burnouterleben im Lehrberuf vor und während der Pandemie. Für die Zeit nach der Pandemie liegen kaum entsprechende Studien vor. Hier ist auch die Frage nach Unterschieden zwischen Deutschland und Österreich mit dem Blick auf relevante Ressourcen noch offen. Zur Untersuchung dieser Fragestellungen wurden 178 Grundschullehrkräfte aus Deutschland (Bayern) und Österreich (Vorarlberg) Ende 2022/Anfang 2023 mittels einer querschnittlichen Fragebogenstudie zu ihrem negativen Beanspruchungserleben (Burnout) und zu ausgewählten sozialen Ressourcen befragt. Es zeigt sich, dass das Burnouterleben aller Lehrkräfte im theoretischen Mittel liegt und die Ressourcen weitgehend positiv ausgeprägt sind. Eine multivariate Varianzanalyse belegt, dass bayerische Lehrkräfte signifikant höhere Burnoutwerte angeben als die Lehrkräfte aus Vorarlberg, es aber bei den Ressourcen keine signifikanten Länderunterschiede gibt. Dennoch wird die Bedeutung ausgewählter sozialer Ressourcen in der regressionsanalytischen Auswertung deutlich, da das Burnouterleben durch das Land und der aus Lehrkraftperspektive wahrgenommenen Beziehung zu den Schüler*innen als soziale Ressource vorhergesagt wird. Die soziale Unterstützung im Kollegium sowie weitere schul- und personenbezogene Variablen besitzen keine Relevanz für die Erklärung des Burnouterlebens. Die Lehrkraft-Schüler*innen-Beziehung sollte in der Lehrer*innenbildung und -forschung daher mehr Aufmerksamkeit erfahren. Auch wenn die Ergebnisse aufgrund der geringen und selektiven Stichprobe vorsichtig zu interpretieren sind, geben sie Hinweise auf länderspezifische Unterschiede im Burnouterleben von Grundschullehrkräften nach der Pandemie. Im Beitrag werden divergierende schulische Corona-Maßnahmen in den Ländern theoretisch diskutiert, jedoch nicht empirisch berücksichtigt.

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What if … there were no special schools?

Ebenbeck,

Koch,

Ebenbeck

et al. 2024

ZfG

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Inclusive education is a human right that involves restructuring the school system and closing special schools. However, there is uncertainty about whether all or only some students in an inclusive system should attend regular primary schools and whether all or only some special schools should be closed. This question is usually only discussed in terms of the best possible care and education and the challenge of transportation to school and travel distances is neglected. This article attempts to take both into account. The federal state of Bavaria in Germany does not yet have a fully developed inclusive school system. Using school statistics data for the entire Bavarian primary school population in 2020 (N > 445,000) and geographical data, we simulate deterministically what the Bavarian primary school system could look like with various underlying inclusion models. We analyse the resulting student numbers, support rates of primary schools and school travel distances of former special school students in an urban-rural comparison in four different simulated inclusion models. The results show that all models are potentially feasible. The student numbers at each primary school resulting from the closure of special schools would in most cases not change significantly, whereas the support rate (i.e., the percentage of students with SEN per primary school) would. Schooling close to home favours students in rural areas in particular and significantly reduces their journeys to school by up to 30 km, while for students in urban areas, all inclusive models would be possible. The pedagogical and systemic consequences of the simulated inclusion models are discussed.

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Ressourcen von Grundschullehrkräften in inklusiven Settings und ihr Zusammenspiel mit inklusiver Selbstwirksamkeit

Cited by 4 publications

References 27 publications

Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers

Why Inclusive Resources Matter—The Importance of Inclusive Internal Resources for Strain and Intended Inclusive Practices of Pre-Service Teachers

Burnout und soziale Ressourcen von Grundschullehrkräften im Anschluss an die Covid-19-Pandemie – ein Vergleich zwischen den Bundesländern Bayern und Vorarlberg

What if … there were no special schools?

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