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Teacher well-being: A systematic review of the research literature from the year 2000–2019
Get PDFIn recent years, teacher well-being has received increasing attention that has led to a plethora of empirical studies from various disciplines. The aim of this paper is to contribute to the clarification of the construct teacher well-being, add knowledge about the prevalence of teacher well-being and systematize predictors and outcomes of teacher well-being. A systematic review following the PRISMA-statement was applied to peer-reviewed papers published between the years 2000-2019 and a total of 98 studies were included in the final analysis. Heterogeneous approaches could be categorized into five distinct theoretical foundations. Empirical evidence did not confirm that teacher well-being is at risk. Among the variety of correlates and predictors of teacher well-being that could be categorized into general versus job-related categories on the individual or the contextual level, social relationships seem to play a pivotal role. Although empirical evidence regarding its outcomes is scarce, results suggest that teacher well-being influences teaching quality
Job Demands, Job Resources and Well-Being of Staff in Extended Education Services in Switzerland: A Longitudinal Study
No full textDisparitäten in Anstrengungsbereitschaft und Leistung nach SES, Familiensprache und Geschlecht: Folgen von Sozialisation oder von Diskriminierung durch verzerrte Lehrpersonenerwartungen
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Nord Stream 2 verstehen: Die Zeit ist reif für ein Schwerpunktfach Geografie und Geschichte
No full textPerceived social isolation is associated with the cortisol awakening response on workdays and free days in teachers
No full textObjectives: Perceived social isolation (PSI), which can be defined as the perception of a lack of quality or quantity in social relationships, has been linked to numerous psychological and physical health problems, as well as physiological stress variables. The cortisol awakening response (CAR), i.e., an increase of cortisol levels after awakening, appears to be a valuable variable for psychoneuroendocrinological research, indicating psychosocial and physical health parameters. In the present study, we explore the hypothesis that PSI is associated with CAR in teachers on workdays and free days. Methods: In an ambulatory assessment design, CAR was calculated as the area under the curve with respect to increase from three saliva samples (awakening, ? 30 min, ? 45 min), which were collected on two workdays and one free day in 42 teachers (28 women; mean age = 39.66, SD = 11.99). PSI was assessed with the Trier Inventory for Chronic Stress (TICS). Results: CAR was significantly higher on the averaged workdays than on the free day (p\.001). PSI correlated significantly with CAR on the averaged workdays as well as the free day (both p\.05). Conclusion: The results suggest differences in morning cortisol levels between workdays and free days in teachers. In addition, perceived social isolation was positively associated with morning cortisol levels, supporting the link between perceived social isolation and physiological stress variables. Future studies should consider the impact of social characteristics (at work as well as in private life) when examining teacher stress. Keywords: Cortisol Awakening Response, Perceived Social Isolation, Ambulatory Assessment, Stres
Playing by the rules? An Investigation of the Relationship between Social Norms and Adolescents’ Hate Speech Perpetration in Schools
Get PDFHate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1% boys, 53.6% girls, 1.3% gender diverse) between 11 and 18 years old (Mage = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents’ perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors
Erklärung von Schulniveauerwartungen von Eltern und Lehrpersonen durch Herkunftsmerkmale und Überzeugungen sowie Folgen von Erwartungsdiskrepanzen für Leistungen
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Beziehungs- und Interaktionsqualität im Unterricht: Theoretische Grundlagen und empirische Erfassbarkeit.
No full textDie Lehrer-Schüler-Beziehung ist ein multidimensionales Konstrukt, das je nach theoretischer Ausrichtung unterschiedlich konzeptualisiert wird. In einem ersten Teil des vorliegenden Beitrages diskutieren wir die – teils divergierenden – theoretischen Ansätze und empirischen Befunde zur Lehrer-Schüler-Beziehung im Rahmen der Erziehungsstilforschung, Bindungstheorie und Selbstbestimmungstheorie. In einem zweiten Teil setzen wir uns mit den der Lehrer-Schüler-Beziehung zugrunde liegenden sozialen Interaktionen auseinander und zeigen exemplarisch, wie diese mit analytisch-quantitativen sowie rekonstruktiv-qualitativen Verfahren empirisch erfasst werden können. Zusammenfassend lässt sich festhalten, dass sowohl Lehrer-Schüler-Beziehungen wie auch soziale Interaktionen entscheidende Determinanten für gelingende schulische Lehr-Lern-Prozesse sind. Gleichzeitig würde die weitere Beziehungs- und Interaktionsforschung sowohl von einer begriffsanalytischen Klärung im Sinne einer Präzisierung der zugrunde liegenden Definitionen wie auch einer Weiterentwicklung der Erhebungsinstrumente profitieren. Dabei plädieren wir für ein methodenplurales Vorgehen, welches der Vielfältigkeit und Komplexität der Lehrer-Schüler-Beziehung und sozialer Interaktionen gerecht wir